Digital Learning in the Age of Artificial Intelligence: Insights from Selected Higher Learning Institutions in Tanzania

Marystela Baynit; Cosmas B.F. Mnyanyi; Mohamed Salum Msoroka

doi:10.51867/AQSSR.2.2.9

Authors

Marystela Baynit The Open University of Tanzania Author https://orcid.org/0009-0000-5647-3227
Cosmas B.F. Mnyanyi The Open University of Tanzania Author https://orcid.org/0000-0002-9391-4455
Mohamed Salum Msoroka The Open University of Tanzania Author https://orcid.org/0000-0003-4249-3563

DOI:

https://doi.org/10.51867/AQSSR.2.2.9

Keywords:

Artificial Intelligence (AI), Digital Learning, Higher Learning Institutions (HLIs)

Abstract

The rapid advancement of artificial intelligence (AI) technologies is reshaping education globally, with it is significant implications on teaching, learning and administrative processes in higher learning institutions. The higher learning institutions in Tanzania are increasingly adopting digital learning solutions powered by AI to address challenges such as limited teaching resources, less interactive delivery approaches, lengthy assessment approaches and the need for personalized education. This study explores the integration of AI in digital learning within the selected Tanzanian higher learning institutions (HLIs), highlighting its opportunities, challenges, and impact on educational outcomes. Although existing research has produced several contributions on both topics, the knowledge generated in the field appears fragmented and the findings are sometimes ambiguous. This study aims to consolidate the state of art of scholarly research published over the past 36 years at the intersection of the AI tools in Tanzania higher Learning Institutions. The Technology Acceptance Model (TAM) was employed to guide this study. The model explains how perceived usefulness and ease of use influence the adoption of technology. To this aim, we carried out a systematic literature review by retrieving a set of 117 papers which was later limited to time, English language and key words as inclusion criteria only 45 papers were utilized and complemented with key informant interviews.The reviewed documents were strategically selected from the Scopus and web of science scholarly journals. The data were extracted and synthesised into sub themes. The findings reveal that a proportion of HLIs instructors are adopting AI tools in their teaching and learning activities. The common AI-driven tools employed by instructors include; ChatGPT, Grammarly, intelligent tutoring systems, automated grading platforms, and data analytics. It has been further noted that the AI tools have significantly impact in teaching and learning by providing personalized feedback, improving learning resources accessibility and in turn improving students’ academic performance. However, the study identifies several challenges, including inadequate infrastructure, high implementation costs and limited technical expertise. There is also concern over data privacy, ethical considerations, and the potential for reduced human interaction in education. This paper concludes that while AI integration in Tanzanian higher education is in its early stages, it offers immense opportunities for improving educational outcomes and institutional efficiency. Recommendations are provided to address challenges, emphasizing policy development, capacity building and increased investment in AI infrastructure to enhance effective educational outcomes.

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