The role of Institutional Procedure on the Adoption of Artificial Intelligence in Teaching and Learning Process in Higher Learning Institutions in Tanzania: A Systematic Literature Review (2019 – 2025)

Abstract

Artificial Intelligence (AI) has recently gained significant attention, specifically
in the transformation of education in HLIs. Therefore, AI has the potential to
reform the education process, including the transformation of the teaching and
learning process within HLIs. This systematic literature review aims to provide a
comprehensive understanding of the role of institutional procedures on the
adoption of AI in teaching and learning processes in the context of HLIs in
Tanzania. The systematic review approach includes a systematic identification,
selection, and combination of literature from different sources and databases.
The search strings and keywords tailored to the adoption of AI in higher
education and teaching and learning processes were applied to ensure relevant
studies are included in the in-depth analysis. Rigorous screening based on the
predefined inclusion and exclusion criteria was conducted based on the PRISMA
2020 model, which extracted 28 papers. Three theme categories were
thematically identified. Findings show that no HLIs in Tanzania have fully
engaged AI in academic research nor in the teaching and learning process.
Additionally, the key themes like institutional policy, environment readiness, and
institutional strategies as factors within institutional procedure play an important
role in AI adoption for the teaching and learning process within HLIs. The
findings further highlight that ethical considerations and AI awareness also may
enhance the adoption process. The study then proposed the AI adoption
framework, which can be validated in future research. The study further
recommends that HLIs need to develop an adaptive AI adoption policy and its
strategies for the teaching and learning process. The study makes both practical
and policy contributions.