The Quality Assurance Unit of Christian Service University (CSU) has hosted the University’s first Public Lecture for 2026, focusing on the implications of generative Artificial Intelligence (AI) for teaching and learning in higher education.
The lecture, held on February 12, 2026, was delivered by Rev. Dr. Jesse Fungwa Kipimo, Head of the Teaching and Learning Department at the South African Theological Seminary (SATS), South Africa, and was themed “Towards a Student-Centred Pedagogy in the Era of Artificial Intelligence.”
Addressing faculty, students, and members of the public, Rev. Dr. Kipimo described AI as a disruptive yet transformative force in higher education.
“Artificial Intelligence has come to stay,” he noted. “The question is not whether universities should allow it, but how institutions can respond strategically so that learning remains authentic, rigorous, and transformative.”
AI as Disruption and Opportunity
Dr. Kipimo observed that generative AI systems now produce essays, summaries, and research outputs with speed and fluency, challenging traditional text-based assessment models. He cautioned that when pedagogy is built primarily on content reproduction, institutions risk weakening critical thinking, originality, and intellectual discipline.
He outlined key concerns associated with AI in higher education, including threats to academic integrity, overreliance on automated content generation, superficial engagement with sources, and the decline of productive intellectual struggle in learning.
However, he stressed that AI should not be treated solely as a threat.
“AI is not merely an academic integrity problem; it is a catalyst for pedagogical renewal,” he stated. “If approached wisely, it can push universities to redesign assessment, rethink curriculum, and focus on developing the learner rather than merely grading written products.”
The Triangular Pedagogical Model
At the centre of his presentation was a proposed triangular pedagogical approach, developed from SATS’ institutional response to AI. The model places the student—not content—at the starting point of learning.
The framework consists of three interrelated stages:
Personal and Social Analysis – Students begin by interrogating their own experiences, assumptions, and contexts.
Contextual and Scholarly Engagement – Learning progresses through interaction with local communities, experiential knowledge, and relevant scholarly sources.
Oral and Performance-Based Assessment – Evaluation focuses on the student’s demonstrated understanding through dialogue, defence, and reflection, rather than reliance on written text alone.
According to Dr. Kipimo, this shift moves assessment from “product-based evaluation to producer-based evaluation.”
“In an AI-integrated world, we must assess the learner’s reasoning, judgement, and ethical positioning, not only the written document submitted,” he explained.
Strategic Way Forward for Universities
Drawing on SATS’ experience, he outlined institutional strategies for thriving in the AI era:
1. Shifting from prohibition to responsible integration of AI.
2. Redesigning assessments toward oral examinations, portfolios, and dialogical engagement.
3. Revising curricula to sustain critical thinking and contextual relevance.
4. Training faculty and students in ethical and effective AI usage.
He emphasised that lecturer reorientation is essential, noting that faculty development must accompany technological change.
“Educational institutions must move from knowledge transmission to skill development, empowerment, and contextual knowledge creation,” he said.
Implications for Africa and Global Higher Education
Dr. Kipimo further highlighted the relevance of contextual and experiential learning in Africa, arguing that higher education must address real-life social, economic, and ministerial challenges.
He maintained that a student-centred and context-driven pedagogy reduces dependency on foreign theoretical models and strengthens graduates’ ability to contribute meaningfully to national development.
The lecture reflects CSU’s continued commitment to academic excellence, innovation, and ethical scholarship in an evolving digital era.
By convening critical conversations on AI and pedagogy, the Quality Assurance Unit of the University reaffirmed its mandate to safeguard and enhance academic standards, promote accountability in teaching and learning, and foster a culture of continuous improvement across the institution.
The event marked the first in CSU’s 2026 Public Lecture Series, which seeks to stimulate scholarly engagement on emerging global trends shaping higher education.
