Abstract
PurposeThis study aimed to explore the experiences of female academics and researchers in tertiary institutions in South Africa as a means of bridging the gaps in research productivity.Design/methodology/approachThe study adopted a qualitative research design of a phenomenological type to explore the experiences of purposively selected 20 female academics and researchers in a South African University. A semi-structured interview was used to generate data, while NVivo version 14 software was used to code and thematically categorise codes.FindingsThe study's findings showed that female academics and researchers have mixed perceptions about the usefulness of artificial intelligence for their research productivity. While many used ChatGPT to support their research and other scholarly works, others identified the fear of involving in unethical acts that can tarnish their academic integrity as a threat to its usage. Nonetheless, the tool has contributed to their productivity.Practical implicationsThe outcome of this study is a pointer to the need for educational leaders in tertiary institutions in Africa to upskill academics and researchers' knowledge of the use of emerging technologies for research. Institutions could achieve this through training and peer mentoring.Originality/valueThe study is unique because it will call the attention of academics and researchers, especially women, to how the integration of education technologies can help improve both their research and teaching mandate delivery.