Abstract:
In Tanzania, there exists a variety of perceptions regarding the adoption
of Artificial Intelligence (AI) in education, particularly concerning the use of
ChatGPT, raising concerns with mixed perceptions about its influence and potential
effects on critical thinking and traditional learning practices. Consequently, this study
took initiative to explore perception of students in utilizing ChatGPT in the academia
and offer future directives. To achieve its objectives, the study used a mixed methods
approach, using 170 students from two higher education institutions: Institute of
Finance Management (IFM) and Moshi Co-operative University (MoCU). A
convenient sample of 133 students was obtained through online questionnaires. The
study found out that majority of the students (n=124, 93%) were aware of ChatGPT
and utilizes it as a study and writing support mostly. Majority, (n=72, 55%) noted that
ChatGPT has influenced their critical thinking positively while few (n=35, 26.7%) said
it has impacted them negatively due to overreliance and disruption to traditional
learning methods. Also, (n=98, 85.2%) noted that ChatGPT plays a supportive role to
education while few (n=17, 14.8%) noted it was a threat to education echoing the
dilemma that the country faces with adoption of AI in education. Many (n=53, 43.1%)
noted they were not sure if ChatGPT is being misused or not in the academic as there
are no clear guidelines and policies which have established fair use. The study
recommends developing clear policies for ChatGPT integration in teaching, ensuring
it complements—rather than replaces—critical thinking, human interaction, and
creativity. Ethical guidelines should address plagiarism, fair use, and balanced
adoption alongside other AI tools.
