Artificial Intelligence in Higher Education at Milpark Education

Marilize says that Milpark’s decision to embrace AI is rooted in its mission: empowering students to become more than they dared imagine. With over 90% of Milpark students already working, digital skills and ethical AI use are not optional - they are essential.

“Our commitment is to enable our graduates to operate effectively in today’s workplace and succeed. People need to understand how to ethically engage with AI and play their part.

“For us, AI is more than a technological breakthrough. We have an opportunity to proactively embed it in the curriculum, and move towards delivering data-driven, personalised outcomes for students.”

This focus aligns with Milpark’s graduate attributes of being human-first and digitally fluent - preparing students not only for the South African job market but also for a global stage.

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Like most sectors, education has felt the disruptive force of AI, which Marilize believes is a positive development. “Disruptions force you to look in the mirror. Like gold refined through fire, that is what is happening in higher education.”

Globally, universities are grappling with the implications of AI for teaching, learning, and research. Milpark has drawn on theUNESCO Digital Transformation of Education framework to align with international standards, and is also a member of the Digital Education Council, a global community of practice for education innovation.

Through collaboration and conversation, Milpark is actively engaging with both local and international peers, sharing insights and ensuring its students benefit from best practices in a constantly evolving landscape.

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Implementing AI in education is far more complex than merely introducing new tools - it demands a strong ethical framework to protect academic and professional integrity. At Milpark, ethics are at the heart of how AI is incorporated into teaching, learning, and assessment.

In practice, this commitment involves guaranteeing that every student has equal access to acquire digital literacies to enhance their AI readiness. All students are automatically enrolled in Milpark’s free AI Literacy Course, which aims to bridge gaps in access and skills so that nobody is left behind.

Another challenge was that students felt unsure about when AI use was appropriate or ethical. To address this, Milpark introduced a clear traffic light system (Red/Orange/Green) to guide students: showing where AI is banned for pedagogical reasons, where it can support learning under certain conditions, and where AI use is a fundamental part of what students need to do to achieve an outcome.

“We aim to teach students and faculty how to use AI responsibly and confidently, developing AI fluency alongside critical thinking and ethical awareness.”

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For Milpark, the true value of AI lies in how it improves student learning and equips graduates for the workplace.

This approach is clear in the classroom. Students are asked to critique AI-generated outputs - for example, analysing how responses differ between Global North and Global South perspectives. These tasks promote reflection, enhance critical thinking, and help students recognise both the potential and limitations of AI.

Milpark has also tested AI-assisted grading, using a confidence index to compare assessments marked by AI and by humans. “We recognise it still requires a human in the loop,” explained Marilize. “But while the pilot emphasised the continuing need for human oversight, we saw how AI can help make assessment processes more efficient and consistent.”

Innovations like these reflect Milpark’s belief that AI should not replace human judgment but can be leveraged to strengthen students’ ability to think, adapt and perform in complex workplaces.

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Marilize explained that while others grapple with how to handle AI, Milpark – as a fully online learning institution – is already able to integrate AI and embed tech into everything they do.

“We are continually assessing how AI can support both teaching and learning. From AI agents that prompt deeper Socratic questioning, to tools for lecturers to help detect student disengagement, and systems that can personalise the learning journey.”

And it’s not only students who must adapt. “Lecturers are finding new ways to teach, assess and guide with AI in the classroom.”

As technologies evolve, Milpark remains fully committed to the ethical use of AI. “Our goal is not only to prepare students for the workplace of today, but to empower our students and faculty to become more than they imagined in the workplaces of tomorrow.”