The acceptance of Artificial Intelligence in Education: The role of Self-efficacy in Tanzanian Higher Learning Institutions

Artificial Intelligence is currently transforming the way activities are done in various contexts. It has provided alternatives to most complex situations where information is well captured from different sources to enable effective decision-making. While numerous efforts are in place to ensure continual improvements in the sectors, some factors are likely to influence its acceptance and usage in higher learning institutions. This research explores such factors by adopting the Technology Acceptance Model while extending it with Self-Efficacy to assess its significance. This study employed a quantitative approach based on Structural Equation Modelling to analyse data collected in a survey with 179 respondents and an analysis using Smart PLS 4. Among others, the results show that Self-efficacy significantly impacts the Perceived ease of use of Artificial Intelligence tools in Tanzanian Higher Learning Institutions. This research has also provided a roadmap for effective regulatory and policy-making in the Tanzanian context and areas for further study.