The Integration of Antagonistic Forces of Artificial Intelligence and Competency-Based Curriculum Using Human-in-the-Loop in Higher Learning Institutions in Tanzania

Eliah Christopher Mwakalonge (), Dr. Mussa Ally Dida () and Dr. Janeth Marwa ()

International Journal of Innovative Science and Research Technology (IJISRT), 2025, vol. 10, issue 12, 1668-1673

Abstract: The rapid adoption of Artificial Intelligence (AI) in higher education presents both transformative opportunities and fundamental tensions when aligned with Competency-Based Curriculum (CBC), particularly in developing contexts such as Tanzania. While AI emphasizes automation, data-driven decision-making, and algorithmic optimization, CBC prioritizes human-centered learning outcomes, demonstrable competencies, and contextual relevance. These divergent orientations create antagonistic forces that hinder effective curriculum integration. This paper examines how Human-inthe-Loop (HITL) can mediate these tensions in Tanzanian Higher Learning Institutions, AI affordances with CBC principles in Tanzanian Higher Learning Institutions (HLIs). Through a systematic review of global and local literature, policy documents, and theoretical models, the study proposes an integrative HITL-based framework that preserves human judgment, ethical oversight, and pedagogical intentionality while leveraging AI for personalization, assessment, and learning analytics. The findings contribute a context-sensitive framework for sustainable AI-CBC integration, informing policy, curriculum design, and institutional governance in Tanzania and comparable Global South contexts.

Keywords: Artificial Intelligence; Competency-Based Curriculum; Human-in-the-Loop; Higher Learning Institutions; Tanzania. (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:cvr:ijisrt:2025:12:ijisrt25dec863

DOI: 10.38124/ijisrt/25dec863

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