The Use of Artificial Intelligence in Tanzania’s Higher Education: Instructors’ Perceptions and Experiences at TPSC

Abstract

The study investigated instructors’ perceptions and experiences regarding using artificial intelligence tools in higher education (HE). A Convergent parallel mixed method was employed to gather data. Descriptive statistics were used to analyse survey data, while thematic analysis was employed for interview data. Findings reveal positive perceptions of instructors’ use of Artificial Intelligence tools in Higher Education, albeit with some reservations noted. However, awareness of AI tools among instructors varies significantly. While instructors frequently use AI for writing, concept generation, and plagiarism checking, tasks like assessment generation, grading, and student tracking are often overlooked due to the lack of intelligent tutoring systems and similar tools to support such activities. Obstacles limiting the use of AI found were limited access to appropriate AI tools, insufficient awareness and training, inadequate infrastructure to support AI tools, and a lack of knowledge and relevant skills among instructors. The study recommends that proper training should be carried out to increase awareness of and ability to use AI tools among instructors. Additionally, institutions should invest more in AI technologies to enable enhanced access for their instructors.