Abstract
The need for effective, accessible, and culturally
sensitive training models has become increasingly important, particularly
in cross-cultural and resource-limited contexts, such as Africa. Traditional
Chinese Medicine has gained global recognition for its holistic and
preventive approach to health. This study explores the integration of
Artificial Intelligence into Chinese medicine health management training
at a public university in South Africa, where interest in Traditional Chinese
Medicine is growing despite significant educational and infrastructural
challenges.
Materials/methods. Grounded in Everett Rogers’ Diffusion of Innovation
theory and framed within an interpretivist paradigm, the study adopts a
qualitative case study approach to examine the experiences and
perceptions of six students enrolled in a complementary medicine
program. Data were collected through semi-structured interviews and
analyzed thematically according to Braun and Clarke’s six-step thematic
analysis.
Results. Participants emphasized the potential of Artificial Intelligence to
bridge linguistic and pedagogical gaps in Traditional Chinese Medicine
education, particularly through tools such as adaptive learning platforms,
virtual diagnosis simulators, and natural language processing for classical
texts. However, they also expressed caution about the risk of eroding the
philosophical and intuitive essence of Traditional Chinese Medicine if AI
tools are not carefully designed and implemented.
Conclusion. The study concludes that integrating Artificial Intelligence into
Chinese medicine health management training can modernize pedagogy,
enhance accessibility, and support culturally grounded learning, especially
in diverse contexts such as South Africa. Further research with broader
participation is essential to evaluate long-term outcomes and ensure the
adoption of culturally sensitive, pedagogically sound Artificial Intelligence.