Generative AI as a partner for teachers in building personalised learning paths for students with ease in Tanzania

  • Juliana Kamaghe Mathematics & Information and Communication Technology Department, The Open University of Tanzania, Tanzania
DOI: https://doi.org/10.25304/rlt.v34.3594
Keywords: Generative AI in education, personalised learning, digital teachers, AI integration in secondary education, educational technology

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.

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Published
2026-02-10
How to Cite
Kamaghe , J. (2026). Generative AI as a partner for teachers in building personalised learning paths for students with ease in Tanzania. Research in Learning Technology, 34. https://doi.org/10.25304/rlt.v34.3594
Issue
Vol. 34 (2026)
Section
Original Research Articles
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