Critical literacies in the age of artificial intelligence (AI)–Toward a study-buddy model for South African higher education

Abstract

In this review, we examine the role of artificial intelligence (AI) tools in enhancing critical literacies within South African higher education. Through critical analysis of contemporary scholarship, we explore how AI can serve as educational support while addressing concerns about bias, ethical implications, and potential erosion of critical thinking skills. This review synthesises literature on AI applications in higher education, critical literacy frameworks, and digital pedagogy to propose an AI study-buddy model. This paper presents a methodological literature synthesis that contributes to theory building rather than to empirical research. The model positions AI tools as dialogic partners, not as authoritative sources of knowledge. We conclude that critical engagement with AI can enhance, rather than undermine, students’ critical literacy development when implemented within appropriate pedagogical frameworks. The proposed study-buddy model offers practical guidelines for educators seeking to integrate AI tools responsibly while fostering critical thinking, particularly within the South African higher education context.