Generative AI as a partner for teachers in building personalised learning paths for students with ease in Tanzania
Year: 2026
Type: article
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.
Source: Research in Learning Technology
Author: Juliana Kamaghe
Institution: Open University of Tanzania
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
Open Access status: diamond
OpenAlex ID: W7128474728