Generative AI as a Partner for Teachers in Building Personalised Learning Paths for Students with Ease in Tanzania
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| Title: | Generative AI as a Partner for Teachers in Building Personalised Learning Paths for Students with Ease in Tanzania |
|---|---|
| Language: | English |
| Authors: | Juliana Kamaghe |
| Source: | Research in Learning Technology. 2026 34. |
| Availability: | Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary School Teachers, Artificial Intelligence, Computer Assisted Instruction, Individualized Instruction, Teaching Experience, Teacher Attitudes, Computer Attitudes, Faculty Workload, Pedagogical Content Knowledge, Technological Literacy, Barriers |
| Geographic Terms: | Tanzania |
| ISSN: | 2156-7069 2156-7077 |
| Abstract: | This study examines how generative artificial intelligence (AI) can assist secondary school teachers in Tanzania to create personalised learning paths more efficiently and effectively. Many educators face overcrowded classrooms and limited resources, making it challenging to meet the diverse needs of their students. To address this, 120 Dar es Salaam and Dodoma teachers tested AI-driven tools like ChatGPT and Grok for lesson planning, assessments and adaptive content delivery. The results indicated significant improvements in student engagement and academic performance while reducing teacher workload. Teachers found these AI tools intuitive and beneficial, especially for customising instruction and saving time. However, challenges such as inadequate training and infrastructure continue to pose significant obstacles, particularly in rural areas. The study concludes that generative AI offers a scalable and inclusive solution for enhancing teaching and learning when paired with proper support. It recommends strategic investments in professional development and digital infrastructure to fully realise generative AI's educational potential and address existing equity gaps across Tanzanian schools. [Note: The citation (v33 2025) shown in the header on the PDF is incorrect. The correct citation is v34 2026.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508229 |
| Database: | ERIC |
| Abstract: | This study examines how generative artificial intelligence (AI) can assist secondary school teachers in Tanzania to create personalised learning paths more efficiently and effectively. Many educators face overcrowded classrooms and limited resources, making it challenging to meet the diverse needs of their students. To address this, 120 Dar es Salaam and Dodoma teachers tested AI-driven tools like ChatGPT and Grok for lesson planning, assessments and adaptive content delivery. The results indicated significant improvements in student engagement and academic performance while reducing teacher workload. Teachers found these AI tools intuitive and beneficial, especially for customising instruction and saving time. However, challenges such as inadequate training and infrastructure continue to pose significant obstacles, particularly in rural areas. The study concludes that generative AI offers a scalable and inclusive solution for enhancing teaching and learning when paired with proper support. It recommends strategic investments in professional development and digital infrastructure to fully realise generative AI's educational potential and address existing equity gaps across Tanzanian schools. [Note: The citation (v33 2025) shown in the header on the PDF is incorrect. The correct citation is v34 2026.] |
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| ISSN: | 2156-7069 2156-7077 |
