edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2025-9551edscience-4511Research ArticleСтатьиChatGPT в контексте компетентностного образования в высших учебных заведениях ТанзанииChatGPT in the context of competence-based education in Tanzania higher learning institutionshttps://orcid.org/0009-0006-3513-6938ЧандафаМ. Дж.ChandafaM. J.

Чандафа Моабу Джимми – младший преподаватель кафедры технического образования

Мбея

Moabu Jimmy Chandafa – Assistant Lecturer, Department of Technical Education

Mbeya

moabuchandafa95@gmail.comФанХ.FangH.

Фан Хуан – профессор Школы образования

Ухань

Huang Fang – Professor, School of Education

Wuhan

fanghuang@hust.ed.cnУниверситет науки и технологий Мбея (MUST)ТанзанияMbeya University of Science and Technology (MUST)United Republic of TanzaniaХуачжунский университет науки и технологииКитайHuazhong University of Science and TechnologyChina20230108202500Принято в печать4511Copyright © Чандафа М.Д., Фан Х., 20232023Чандафа М.Д., Фан Х.Chandafa M.J., Fang H.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/4511

Введение. ChatGPT имеет потенциал трансформировать образование по мере его развития и, возможно, изменить методы преподавания и обучения. Однако жизнеспособность, эффективность и контекстуальная релевантность использования ChatGPT в компетентностно-ориентированной учебной программе высшего образования Танзании не была тщательно изучена. Цель исследования – изучить, как ChatGPT может поддерживать усилия учителей, повышать достижения студентов и преодолевать структурные препятствия в системе компетентностного образования. Методология и методы. Работа основывается на реализации идей компетентностного подхода в образовании. В исследовании приняли добровольное участие 240 человек (40 учителей и 200 студентов). Для сбора данных использовались интервью, фокус-группы и анкеты. Количественные и качественные данные были проанализированы с использованием SPSS V. 21 и методов тематического анализа соответственно. Результаты и научная новизна. Результаты показывают, что интеграция ChatGPT в учебный процесс, который основывается на возможностях компетентностного подхода, способствует развитию критического мышления и навыков принятия решений у студентов, решает проблемы нехватки ресурсов и содействует реализации идей персонализированного обучения. Исследование подчеркивает необходимость активного привлечения ChatGPT к процессам обучения в Танзании, акцентируя внимание на важности профессионального развития в данном вопросе для учителей и студентов. Сбалансированная интеграция инструментов ИИ, которые усиливают, а не заменяют важные человеческие элементы обучения и преподавания, требует разработки ряда механизмов для решения возникающих в процессе обучения этических вопросов. Практическая значимость. Результаты предоставляют практические рекомендации для учителей, разработчиков учебных планов и руководителей о том, как эффективно интегрировать ChatGPT для улучшения преподавания и обучения в рамках компетентностного образования.

Introduction. ChatGPT has the potential to revolutionise education as it evolves and may significantly alter teaching and learning methodologies. However, the viability, effectiveness, and contextual relevance of utilising ChatGPT within the competence-based curriculum of Tanzanian higher education have not been thoroughly studied. Aim. The present paper aims to investigate how ChatGPT can support teachers’ efforts, enhance student achievement, and overcome structural obstacles in a competence-based education system. Methodology and research methods. The study focuses on the implementation of a competence-based approach in education. A total of 240 participants, including 40 teachers and 200 students, voluntarily took part in the research. Data were collected through interviews, focus groups, and questionnaires. Quantitative data were analysed using SPSS Version 21, while qualitative data were analysed using thematic analysis methods. Results and scientific novelty. The results indicate that integrating ChatGPT into the learning process, grounded in the principles of the competence-based approach, enhances the development of critical thinking and decision-making skills among students. It addresses resource shortages and fosters the implementation of personalised learning strategies. The study emphasises the necessity of actively incorporating ChatGPT into teaching practices in Tanzania, underscoring the importance of professional development for both teachers and students. A balanced integration of AI tools, which support rather than supplant essential human elements of learning and teaching, necessitates the establishment of various mechanisms to tackle the ethical issues that arise during the educational process. Practical significance. The results offer practical guidance for teachers, curriculum developers, and educational leaders on effectively integrating ChatGPT to enhance teaching and learning within competence-based education.

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The authors declare that there are no conflicts of interest present.