Artificial intelligence in higher education institutions in Tanzania: Analysis of policy perspectives
DOI:
https://doi.org/10.38140/ijer-2025.vol7.1.13Keywords:
Artificial intelligence, higher education institutions, AI policy, AI guidelines, TanzaniaAbstract
Artificial Intelligence (AI) presents significant opportunities as well as challenges within the educational landscape. Proper mechanisms are, therefore, needed for AI to be deployed in safe and ethical ways in the education sector. Against this backdrop, the present study was conducted to examine the policy perspectives regarding the use of AI in higher education institutions (HEIs) in Tanzania. The study specifically sought to determine the extent to which AI policies are adopted in Tanzanian HEIs, the role that AI policies play in HEIs, and the challenges hindering the effective implementation of AI policies in Tanzanian HEIs. A qualitative research methodology was employed, with data collected through interviews with key informants. In total, 14 key informants (KIs) from eight different Tanzanian HEIs participated in the interviews. Content analysis was used to analyse the collected data. Findings revealed that, despite the numerous advantages and potential risks associated with AI for both students and educators, none of the HEIs participating in this study had established any AI policies. The underlying reasons for this include the rapid advancements of AI technology, a lack of clear focus on which specific AI elements the policy should govern, a lack of expertise in the AI field, and insufficient push from HEIs’ top leadership. The study, therefore, calls for HEIs to ensure that appropriate AI policies are formulated and operationalised, among other recommendations.
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