The GenAI Fuzziness Towards Constructivist Pillars in Higher Education Institutions in Tanzania

Abstract

The paper evaluated the constructivist pillars’ standpoint in the GenAI integration in the classroom settings among students in the selected Higher Education Institutions (HEIs).  Objectives covered were to examine the module instructors’ feelings and determine the students’ views on constructivism gaps resulting from utilization of GenAI. The mixed approaches were followed and engaged 5 randomly and the sample size of 150 respondents selected Higher Learning Institutions (HEIs) from Dar es Salaam City, in Tanzania. Data were collected through semi-structured interviews and a four-point Likert scale questionnaire, analysed using thematic content and Microsoft Excel. Findings were presented using quotations of the themes, table, and figures. Findings disclosed that the GenAI deployments disrupted the teaching and learning triangle; instructors required enough time to authentically guide the students on proper usage of GenAI for building constructivism pillars, 90% of Learners are highly depending on GenAI for learning, ChatGPT was found to be the popular GenAI among the students. Still was found knowledge, competences, contextual comprehension, and social attributes continued to perform well in the constructivist pillars. The practice recommendations are made to module instructors and students to ensure there are balance in the use of GenAI to support the acquisition of constructivist pillars.