Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. Tage Biswalo

Department

Institute for Educational Development, East Africa

Abstract

As AI adoption in education progresses globally, understanding educators' viewpoints is crucial for effective integration in specific contexts like Tanzania. This study was an exploration of the adoption of Artificial Intelligence (AI) in education, focusing on the Tanzanian context. It aimed to understand educators' perceptions and practices regarding AI integration in education. The research objectives include exploring the potential benefits and challenges of AI integration, as well as understanding educators' attitudes and intentions toward AI adoption. Guided by the Technology Acceptance Model, the study utilized a qualitative case study approach involving interviews, FGDS, and observations with 10 students, 10 educators from secondary schools, 5 tutors in training college, and 2 educational officers in the coastal region. The data collected were transcribed and developed codes by coloring, the developed codes were triangulated from different data collection methods, after triangulation sub- themes and themes were developed and presented. The findings revealed that while educators generally perceive AI positively and recognize its potential to enhance teaching and learning, their understanding is limited and often conflates AI with broader ICT. However, college tutors demonstrate a better understanding of AI than their counterparts’ secondary teachers, likely due to exposure to advanced concepts and technologies. Educators envision roles for AI such as improving efficiency, providing personalized learning, and empowering independent study. Conversely, the actual integration of AI within Tanzania's education system remains nascent due to a lack of dedicated policies. While educators acknowledge AI's benefits, concerns around ethics, data privacy, and its ability to maintaindiscipline were highlighted. Furthermore, the study highlights the absence of official documentation and policies specifically addressing AI integration in the Tanzanian education system, indicating a potential gap in recognizing and incorporating AI technologies into the formal educational landscape. The findings underscore the need for comprehensive AI education and the development of policies to support the effective integration of AI in Tanzanian education. Overall, the study contributes to the understanding of AI adoption in education and provides valuable insights for policymakers, educators, and researchers seeking to enhance the use of AI in educational settings.

First Page

1

Last Page

90

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