ChatGPT in the context of competence-based education in Tanzania higher learning institutions
https://doi.org/10.17853/1994-5639-2025-9551
Abstract
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.
About the Authors
M. J. Chandafa
Mbeya University of Science and Technology (MUST)
United Republic of Tanzania
United Republic of Tanzania
Moabu Jimmy Chandafa – Assistant Lecturer, Department of Technical Education
Mbeya
H. Fang
Huazhong University of Science and Technology
China
China
Huang Fang – Professor, School of Education
Wuhan
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Chandafa M.J., Fang H. ChatGPT in the context of competence-based education in Tanzania higher learning institutions. The Education and science journal. https://doi.org/10.17853/1994-5639-2025-9551
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