South African learners are increasingly using artificial intelligence tools to support their preparation for the 2026 matric examinations, with a new Oxford University Press report highlighting the growing role of chatbots in everyday education.
ChatGPT, Google Gemini and Meta AI offer students accessible ways to review schoolwork, organise revision schedules and explore questions when a teacher is not immediately available. Many of these tools can be accessed free of charge through mobile applications, web browsers or messaging platforms.
South Africa’s National Senior Certificate (NSC) examinations began on 13 October 2026, with the final paper scheduled for 26 November. Hundreds of thousands of learners are sitting the examinations, which can influence their access to further education, skills training and future employment opportunities.
The Department of Basic Education has described the NSC examinations as an important milestone in learners’ lives, connecting school education with further study and participation in the economy.
AI becomes part of everyday exam preparation
Oxford University Press examined the use of artificial intelligence in its report, Digital Learning: Insights from the Classroom. The study surveyed students and teachers in South Africa, Brazil, the United Kingdom and Hong Kong to understand how digital tools are being incorporated into education.
Across the student sample, 66% said they used AI chatbots to help prepare for examinations. The findings suggest that learners increasingly see these systems as interactive study aids rather than simply tools for finding information.
Students can use chatbots to revisit topics, plan revision sessions and generate ideas. They may also turn to AI when they need an explanation outside classroom hours or cannot immediately ask a teacher for help.
Access through familiar digital platforms may make these tools particularly convenient. ChatGPT and Google Gemini are available through apps and web browsers, while Meta’s AI services are integrated into platforms such as WhatsApp and Facebook. These different access points allow learners to use tools that fit their existing digital habits, although access still depends on having a suitable device and internet connectivity.
The report emphasises that digital technology is intended to complement established teaching and learning practices, rather than replace them.
Students also drew a distinction between using AI to support their learning and allowing it to complete schoolwork on their behalf. Revision, planning and idea generation were generally considered acceptable uses, while copying and pasting generated answers was viewed as undermining the purpose of education.
One student surveyed said that simply copying information prevents learners from retaining knowledge. A participating teacher similarly argued that, regardless of differing opinions about artificial intelligence, students need to learn how to use it appropriately because the technology is likely to remain part of education.
Teachers embrace AI, but access to devices remains uneven
The report found that AI adoption is also widespread among educators. Across the four surveyed locations, 82% of teachers said they used chatbots for research. Another 74% used them to create resources, 66% for administrative tasks and 56% for marking.
Only 3% of surveyed teachers said they never used AI chatbots in teaching or in their professional work.
South African teachers reported relatively high levels of access to digital equipment. Among those surveyed, 91% said they had laptops, while 67% reported having smartphones available for work purposes.
Access among students was less consistent. Oxford University Press reported that 18% of surveyed South African learners said they had no access to digital devices in at least one setting. The corresponding figures were 13% in the UK and 4% in Brazil. All surveyed students in Hong Kong reported access to at least one device in at least one setting.
The findings highlight a distinction between the growing use of digital learning tools and the ability of every learner to access them consistently. AI may provide additional study support, but its usefulness depends partly on reliable access to devices and connectivity.
Despite the reported limitations, most South African learners surveyed said they made extensive use of digital technology in their everyday learning activities.
As the matric examinations continue, the findings point to a growing need for schools to help learners develop responsible AI habits. Students must be able to assess information, understand the material they study and use chatbots as a supplement to independent thinking.
The challenge for education is therefore not simply whether learners use AI, but whether they can use it in ways that strengthen understanding rather than replace the learning process.