A Critical Analysis of the Use of Artificial Intelligence (AI) Tools in the 21st Century Teaching and Learning in Zimbabwean Tertiary Education Institutions (TEIs)
Author : Alexander Katiyo
Abstract :
The study sought to analyse the use of Artificial Intelligence (AI) phenomenon in the teaching and learning process in Zimbabwean Tertiary Education Institutions (TEIs). The study explored the state of AI-tools adoption in Zimbabwean Tertiary Education Institutions, highlighting lecturers and students’ perceptions, AI benefits and ethical considerations. Related literature reviewed highlighted global and national key AI developmental and application milestones from the early 1960s to the 21st century. The study used the Mixed Methods Approach (MMA) in which quantitative and qualitative data were generated, presented, analysed and interpreted numerically and descriptively. A sample population of 10 Information and Communication Technology (ICT) lecturers, and five librarians were purposively selected, while 300 students specialising in ICT were randomly selected. The research instruments used to gather qualitative data were in-depth interview guides, while questionnaires were used to collect quantitative data. The study revealed that students were optimistic, cautious and appreciative of the positive impact of AI on learning processes, while lecturers showed optimistic caution but highlighted opportunities and concerns on the phenomenon. It also emerged that AI can improve tertiary education, enhance student outcomes, and promote inclusive education. Further, it was established that for effective use of AI tools, the users should prioritise ethics such as transparency, accountability, and data protection. The study also confirmed AI benefits which include student-centric learning, language, audio and visual services. Based on the major findings and insights, an AI-policy formulation model was developed for use by lecturers, and administrators to ensure that AI tools are used responsibly. The model is anchored on the development of AI policies by institutions, aligning to global and national guidelines. The study recommends the formulation of institutional AI policies and the adoption of the use of AI in the teaching and learning process in TEIs, in order to enhance quality of education as well as production of goods and services.
Keywords :
Artificial Intelligence, teacher education, ethics, inclusivity, Information Communication and Technology.
