Exploring Adoption of Generative AI in Higher Education Institutions: A Systematic Literature Review

Authors

Mariam Nalumansi, Islamic University in Uganda, Uganda

Musa Chemisto, Islamic University in Uganda, Uganda

Published in

IST-Africa 2026 Conference Proceedings

ISSN: 2576-8581

ISBN: 978-1-905824-76-2

DOI: https://doi.org/10.67725/IST-Africa.2026.YSWB6991

Publisher

IST-Africa Institute and IIMC International Information Management Corporation Ltd

Published in Ireland

Abstract

GenAI and large language and image models have rapidly emerged as transformative tools in higher education. GenAI tools are increasingly adopted for a wide range of applications such as content generation, assessment, curriculum design and administrative automation. GenAI tools promise enhanced personalized or immersive learning, quick access to a vast range of data, cost effectiveness, interactive virtual tutors, automating tasks, content creation etc. However, GenAI raise complex questions around academic integrity, data privacy, equity, and future roles of educators. GenAI evolution and adoption has outpaced development of pedagogical frameworks, ethical guidelines, and regulatory policies in many regions, particularly in Sub-Saharan Africa. This exploratory paper reviews literature using the PRISMA framework scrutinizing the current state and factors influencing GenAI adoption in higher education. Literature findings were then mapped to the UTAUT framework showing that integration of GenAI in higher education is in early stages and is still characterized by exploratory use, uneven access, and varied levels of institutional readiness. Thematic findings provide for shaping responsible, effective, and inclusive practices for GenAI adoption. The paper contributes to a discussion on exploratory analysis of individual and institutional responses to GenAI adoption in HEIs.

Keywords

AI, GenAI, Higer Education Institutions, Exploratory

Cite this paper

M. Nalumansi and M. Chemisto (2026) "Exploring Adoption of Generative AI in Higher Education Institutions: A Systematic Literature Review", IST-Africa 2026 Conference Proceedings, Miriam Cunningham and Paul Cunningham (Eds), IST-Africa Institute and IIMC, 2026, ISSN: 2576-8581, ISBN: 978-1-905824-76-2, https://doi.org/10.67725/IST-Africa.2026.YSWB6991

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