Assessment of Facilitators’ Strategies for Managing Artificial Intelligence Challenges in Higher Education Assessment and Evaluation in Tanzania

Abstract

The integration of Artificial Intelligence (AI) in higher education has created a dual-edged sword: enhancing assessment efficiency while simultaneously threatening academic integrity. In Tanzania, while national policies recognize the importance of ICT in education, specific guidelines for AI integration in assessment are absent. This study explores how facilitators in Tanzanian higher learning institutions cope with AI-induced challenges during assessment. Grounded in Constructivist Learning Theory and the Technology Acceptance Model (TAM), the study employed a qualitative multiple-case study design. Data were collected through semi-structured interviews with 12 purposively sampled facilitators from four universities and supplemented by a documentary review of national education and ICT policies. Findings reveal a significant policy vacuum, forcing facilitators to rely on personal judgment and ad-hoc measures. To mitigate AI misuse, facilitators utilize plagiarism detection tools (100%), assessment redesign focusing on higher-order thinking (83%), modified timed formats (75%), institutional codes (58%), and peer support (50%). While facilitators acknowledge AI's efficiency, 100% expressed concerns over academic integrity risks. The study concludes that without explicit national and institutional AI policies, assessment integrity remains fragmented. It recommends urgent policy formulation, targeted capacity building, and infrastructural investment to ensure ethical AI integration.