Teachers’ Knowledge and Practices in the Adoption of Artificial Intelligence for Academic Purposes in Mwanza City Council, Tanzania

This study investigates the knowledge, attitudes, and practices of secondary school teachers regarding the use of Artificial Intelligence (AI) tools for academic purposes in Mwanza City Council, Tanzania. With the national push toward digital transformation through policies like the National Guidelines for Artificial Intelligence in Education, teachers’ readiness to adopt AI is critical. Using a quantitative descriptive survey design, data were collected from a representative sample of 312 teachers across 30 public secondary schools. Findings indicate that while teachers generally exhibit positive attitudes and a willingness to integrate AI into their instructional practices, significant gaps exist in their knowledge and actual application of these tools. Barriers such as limited infrastructure, lack of targeted training, and ethical concerns further hinder effective adoption. The study concludes that successful AI integration requires coordinated efforts involving teacher professional development, improved access to technology, and supportive institutional environments. The findings offer valuable insights for policymakers and education stakeholders aiming to bridge the gap between AI policy and classroom-level implementation in Tanzanian schools.