Artificial Intelligence and Its Implications for Pedagogy in Higher Education Institutions in Tanzania: A Systematic Review

Abstract

The study examines the implications of Artificial Intelligence (AI) for pedagogy in higher education institutions in Tanzania. It explores both the opportunities and challenges associated with integrating AI into teaching, learning, and assessment practices. The study adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework to identify, screen, and analyse relevant literature published between 2015 and 2025. Scholarly articles were retrieved from Google Scholar, Scopus, ERIC, and Web of Science databases. Of the 124 studies initially identified, 38 met the inclusion criteria and were selected for analysis. The review indicates that AI has considerable potential to improve personalised learning, enhance teaching efficiency, support data-driven decision-making, and expand access to digital learning opportunities in Tanzanian higher education institutions. However, the effective integration of AI is constrained by inadequate digital infrastructure, limited AI literacy among lecturers, ethical concerns, and the absence of comprehensive institutional and national policy frameworks. The study relied exclusively on published secondary literature, which may have excluded emerging evidence and practical experiences not documented in academic sources. The study highlights the need for strategic investment in digital infrastructure, lecturer capacity-building programmes, and clear institutional policies on AI use to ensure the sustainable and effective integration of AI in higher education pedagogy in Tanzania.