“We are Because of AI?”: An Interpretive Study of Adolescents‘ Identity Formation in Relation to Artificial Intelligence Guidance and Ubuntu

Abstract

Artificial intelligence (AI) technologies are reshaping education globally, sparking intense debate within Zimbabwean higher learning institutions where the Ubuntu philosophy — rooted in ethics, community, and integrity — remains central. Zimbabwe’s higher education system, guided by the five pillars of Education 5.0 (teaching, research, community engagement, innovation, and industrialisation), encourages technological progress. However, many universities strictly prohibit AI use in assignments and dissertations, often equating it to plagiarism and relying on tools such as Turnitin to detect AI-generated content. Meanwhile, adolescents increasingly embrace AI as a legitimate tool to simplify academic work and engage with the digital age. Some innovate by using AI humanisers to evade detection, thereby challenging traditional academic practices that privilege books and libraries over digital tools. This qualitative interpretive case study investigates how AI guidance influences adolescents’ identity formation in relation to Ubuntu values, drawing on interviews with three lecturers and three student focus groups. Thematic analysis reveals tensions between institutional resistance to AI and students’ drive for technological integration. Adolescents’ identities emerge through efforts to balance communal ethics with digital autonomy, as they advocate for modernised educational approaches. The study contributes to the body of knowledge by proposing the Ubuntu-AI Harmonization Model (UAHM), a framework designed to guide the ethical integration of AI in education while upholding indigenous value systems. The findings offer practical insights for educators, policymakers, and AI developers on fostering culturally grounded, technology-enabled learning environments.