Emerging assumptions and the future of artificial intelligence in teaching and learning processes in higher learning institutions in sub-Saharan Africa: A review of literature

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dc.contributor.authorMwilongo, Kardo
dc.contributor.authorMwageni, Rhodes
dc.contributor.authorMatto, George
dc.date.accessioned2024-04-14T12:25:39Z
dc.date.available2024-04-14T12:25:39Z
dc.date.issued2022
dc.descriptionA research paper submitted to the Zambia journal of library & information science, Vol. 6, No. 2, of 2022: pg. 12-18
dc.description.abstractThis paper explores emerging assumptions and the future of artificial intelligence in teaching And learning processes in Higher Learning Institutions in Sub-Saharan Africa. The paper assesses the use of interactive and engaging applications of artificial intelligence and emerging Technologies in educational inferences and predicts its future in Higher Learning Institutions in Sub-Saharan Africa. The results were analyzed, evaluated, compared, contrasted, and discussed in tandem with the Resource Based View Theory. The results show that the applications of artificial intelligence in teaching and learning processes bring together the world in which facilitators and students’ network and share knowledge, skills, and experiences. But the technologies have threatened employment opportunities. The study recommends that artificial intelligence technologies should align with the environments, cultures, needs, and Socio-economic developments of Sub-Saharan Africa. Also, higher learning institutions should endeavor to establish frameworks for infrastructure development and capacity building for the stakeholders.
dc.description.sponsorshipPrivate
dc.identifier.citationAPA
dc.identifier.urihttps://scholar.mzumbe.ac.tz/handle/123456789/583
dc.language.isoen
dc.publisherZambia journal of library & information science
dc.subjectArtificial Intelligence
dc.subjectHigher Learning Institutions
dc.subjectTeaching and Learning Processes
dc.subjectSub-Saharan Africa
dc.subjectEducation
dc.titleEmerging assumptions and the future of artificial intelligence in teaching and learning processes in higher learning institutions in sub-Saharan Africa: A review of literature
dc.typeArticle
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