Authors : Salum A. Msoka; Evance E. Sanga; Eveline Kusaga; Eliakimu Tweve

Volume/Issue : Volume 10 - 2025, Issue 12 - December

Google Scholar : https://tinyurl.com/bdctyk2c

Scribd : https://tinyurl.com/3yzj6sn7

DOI : https://doi.org/10.38124/ijisrt/25dec1648

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This paper examines how institutional constraints influence artificial intelligence (AI)-driven innovation and how such innovation affects academic and organisational performance in higher learning institutions. Using a systematic literature review methodology, the study synthesizes existing secondary data and scholarly work to analyze these relationships within the Tanzanian context. The findings reveal that financial limitations, regulatory gaps, and human resource deficits significantly hinder AI adoption in Tanzanian universities and colleges. Despite these constraints, pilot AI projects demonstrate positive impacts on academic performance indicators such as student engagement, pass rates, and research productivity when constraints are partially alleviated. The study concludes that AI-driven innovation serves as a potential mediator between institutional resources and performance outcomes, but this mediating role remains underdeveloped due to systemic barriers. Addressing these institutional constraints through targeted policy interventions, capacity building, and strategic leadership is crucial for maximizing the benefits of AI in higher education, particularly in developing countries.

References :

1. Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2019). Trends in global higher education: Tracking an academic revolution. UNESCO Publishing.
2. Commission for Science and Technology (COSTECH). (2022). Science, technology and innovation indicators report, Tanzania 2021. Government of Tanzania.
3. DiMaggio, P. J., & Powell, W. W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48(2), 147–160. https://doi.org/10.2307/2095101
4. Dwivedi, Y. K., Sharma, A., Hughes, L., Wang, Y., Alalwan, A. A., Raman, R., ... & Simintiras, A. C. (2023). Artificial intelligence (AI): Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
5. Floridi, L., Cowls, J., Beltrametti, M., Chatila, R., Chazerand, P., Dignum, V., ... & Vayena, E. (2018). A People: An ethical framework for a good AI society: Opportunities, risks, principles, and recommendations. Minds and Machines, 28(4), 689–707. https://doi.org/10.1007/s11023-018-9482-5
6. Gough, D., Oliver, S., & Thomas, J. (Eds.). (2017). An introduction to systematic reviews (2nd ed.). SAGE Publications.
7. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Centre for Curriculum Redesign.
8. Ishengoma, J. M. (2016). Financing and challenges of higher education in Tanzania. Journal of Higher Education in Africa, 14(1), 95–118.
9. Kapinga, O. F., & Suero Montero, C. (2023). Exploring the barriers to the adoption of AI and e-learning in Tanzanian higher learning institutions: A leadership perspective. International Journal of Education and Development using Information and Communication Technology, 19(1), 24–45.
10. Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
11. Komba, S. C., & Ngowi, H. P. (2022). Enhancing STEM education through adaptive learning technologies: A case study of two Tanzanian universities. Tanzania Journal of Science, 48(3), 712–725.
12. Kuleto, V., Ilić, M., Dumangiu, M., Ranković, M., Martins, O. M. D., Păun, D., & Mihoreanu, L. (2021). Exploring opportunities and challenges of artificial intelligence and machine learning in higher education institutions. Sustainability, 13(18), 10424. https://doi.org/10.3390/su131810424
13. Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education.
14. Lund, B. D., Mannuru, N. R., Teel, Z. A., Lee, T. H., Ortega, N. J., Simmons, S., & Ward, E. (2025). Student perceptions of AI-assisted writing and academic integrity: Ethical concerns and use of generative AI in higher education. AI in Education, 1(1), 2–15.
15. Lwoga, E. T. (2020). Digital transformation in Tanzanian higher education: Are institutional leaders ready? In A. M. Kaunda (Ed.), Educational leadership and management in the digital age (pp. 134–152). Mkuki na Nyota Publishers.
16. Mboera, L. E., Rumisha, S. F., & Mremi, I. R. (2021). The role of data science and artificial intelligence in public health research in Tanzania. Tanzania Journal of Health Research, 22(4), 1–12. https://doi.org/10.4314/thrb.v22i4
17. Mkude, D., & Cooksey, B. (2019). University of Dar es Salaam: Transforming a Tanzanian institution. Mkuki na Nyota Publishers.
18. Mohamed, A. S. (2023). Towards a national artificial intelligence strategy for Tanzania: Implications for the education sector (Policy Brief No. 78). REPOA. https://www.repoa.or.tz/wp-content/uploads/2023/05/Policy_Brief_78.pdf
19. Mtebe, J. S., & Kissaka, M. M. (2021). Heuristics for evaluating usability of learning management systems in Africa: A critical review. In Proceedings of the 2021 IEEE Global Engineering Education Conference (EDUCON) (pp. 567–574). IEEE. https://doi.org/10.1109/EDUCON46332.2021.9453895
20. Mtebe, J. S., & Raphael, C. (2018). Key factors in learners' satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania. Australasian Journal of Educational Technology, 34(4), 107–122. https://doi.org/10.14742/ajet.2993
21. Mtega, W. P. (2018). ICT infrastructure and its use in Tanzanian universities: A critical analysis. University of Dar es Salaam Library Journal, 13(1&2), 1–18.
22. Mwalemba, G. W., & Kavishe, G. (2023). University-industry linkages and technological innovation in Tanzania: Lessons for the Fourth Industrial Revolution. Science and Public Policy, 50(2), 244–257. https://doi.org/10.1093/scipol/scac072
23. Nyambo, D. G., Mwita, S., & Kifumbo, A. (2020). Application of machine learning in predicting crop yields in Tanzania: A case of maize production. Tanzania Journal of Agricultural Sciences, 19(2), 45–58.
24. Sanga, C., & Magesa, M. M. (2019). Digital transformation in Tanzanian higher education: A sustainability review. Sokoine University of Agriculture Press.
25. Sanga, C., Magesa, M. M., & Kayunze, K. A. (2017). An assessment of the implementation of the National ICT Policy for basic education in Tanzania. International Journal of Education and Development using Information and Communication Technology, 13(2), 112–130.
26. Scott, W. R. (2014). Institutions and organizations: Ideas, interests, and identities (4th ed.). SAGE Publications.
27. Seldon, A., & Abidoye, O. (2018). The fourth education revolution: Will artificial intelligence liberate or infantilise humanity? University World News. https://www.universityworldnews.com
28. Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
29. Tanzania Commission for Universities (TCU). (2020). *The state of higher education in Tanzania: Annual report 2019-2020*. https://www.tcu.go.tz/publications/annual-reports
30. Tornatzky, L. G., & Fleischer, M. (1990). The processes of technological innovation. Lexington Books.
31. UNESCO. (2023). Guidance for generative AI in education and research. United Nations Educational, Scientific and Cultural Organization.
32. United Republic of Tanzania (URT). (2014). Education and Training Policy. Ministry of Education, Science and Technology.
33. United Republic of Tanzania (URT). (2016). National Information and Communication Technology Policy. Ministry of Works, Transport and Communication.
34. World Bank. (2019). Tanzania economic update: Enhancing public expenditure efficiency for inclusive growth (Report No. 140395 TZ). World Bank Group.