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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
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  Data: 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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    Languages:
      – Text: English
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      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Computer Attitudes
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      – SubjectFull: Faculty Workload
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      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Technological Literacy
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      – SubjectFull: Barriers
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      – SubjectFull: Tanzania
        Type: general
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      – TitleFull: Generative AI as a Partner for Teachers in Building Personalised Learning Paths for Students with Ease in Tanzania
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              Y: 2026
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