Challenges related to the accuracy of AI-generated content and students' overreliance on GenAI

The gap

Evidence profile

Sourced from the future work and recommendations and limitations and stated challenges of the source papers, classified as general, spanning 7 journals. Those papers have been cited 1 times in total.

Supporting evidence — 8 representative gaps

• The Impacts of Artificial Intelligence on Higher Education: A Tanzanian Context (2026) · Journal of Technology-Assisted Learning · doi

  The future of AI in Tanzanian higher education lies in leveraging advanced technologies to address systemic challenges and align with global educational goals. Developing adaptive learning systems tailored to individual student needs can enhance academic outcomes, particularly for diverse learners in resource- constrained settings (Xuan Vu, H. 2024). Virtual assistants, offering 24/7 support for student queries, and collaborative AI tools, such as platforms for group projects, hold promise for improving engagement and accessibility, especially in rural areas with limited infrastructure. AI-driven virtual learning environments (VLEs) that operate offline or on low-bandwidth networks can bridge the digital divide, ensuring equitable access to education (Mambile & Mwogosi, 2025). Tanzanian HEIs should align AI strategies with UNESCO’s 2030 objectives, focusing on equitable access and quality education. Research should prioritize process-based frameworks to predict AI’s impact across diverse demographics, addressing Tanzania’s unique socio-economic and cultural context. Investments in infrastructure, such as reliable internet and affordable devices, are critical to scaling AI adoption. Additionally, fostering public-private partnerships with tech companies can support the development of localized AI tools and training programs to build AI literacy among faculty and students. By pursuing these directions, Tanzanian HEIs can harness AI’s transformative potential to create an inclusive, innovative, and sustainable higher education system. 11. CONCLUSION AND RECOMMENDATIONS AI holds transformative potential for Tanzanian higher education, offering innovative solutions to long-standing challenges such as resource constraints, large class sizes, and unequal access to quality education. By enabling personalized learning, streamlining administrative processes, and enhancing accessibility, AI can significantly improve academic outcomes and promote inclusivity, particularly among underserved populations. Empirical studies, such as Stuart (2024) at Kampala International University in Tanzania (KIUT), reveal that AI tools like ChatGPT and Grammarly enhance students’ academic writing and overall performance, while also supporting faculty through automated grading and data-driven insights. However, effective AI integration remains constrained by infrastructural limitations, ethical concerns, inadequate policies, and limited technical expertise among faculty and students. Addressing these barriers is critical to achieving equitable and sustainable AI-driven education across Tanzania’s HEIs. The practical implications of these findings extend directly to educational policy, curriculum reform, and institutional management. Policymakers should prioritize the establishment of comprehensive national frameworks that mandate AI governance, data security, and ethi

  generalfuture work
  Keywords: education tanzanian higher learning academic tools driven equitable access heis tanzania among faculty students challenges
• Evaluation of Artificial Intelligence Tools Integration among Pre- Service Biology Teachers: A Case Study of Federal University of Education, Zaria, Kaduna State, Nigeria (2026) · Federal University Gusau Faculty of Education Journal · doi

  1. Curriculum planners should embed practical AI applications, simulations, and tool-based workshops into Biology teacher education programs. 2. Government and educational institutions like FUE Zaria should invest in digital infrastructure such as internet connectivity, smart classrooms, and AI-enabled platforms. 3. To close the gender gap in AI usage, targeted interventions such as mentorship for female students, inclusive digital skills workshops, and equitable access to AI tools should be prioritized.

  generalrecommendations
  Keywords: workshops digital curriculum planners embed practical applications simulations tool based biology teacher education programs government
• Empowering pre-service teachers with generative AI: a GenAI-TPACK-based approach to digital storytelling (2026) · Education and Information Technologies · cited 1× · doi

  This section summarises the practical implications of the findings, particularly for the design of teacher education programmes and for course-level implementations grounded in the GenAI-TPACK framework. A set of program-level and course-level implications emerges from these findings. Teacher education programs could ben- efit from a holistic orientation in which generative AI is situated not merely as a technical aid but as part of an integrated repertoire that connects pedagogical intent, ethical awareness, and content knowledge (GenAI-TPACK, with TEAK). In prac- tice, this orientation can be aligned with national standards (MoNE) and internation- ally recognized competency frameworks (e.g., UNESCO AI-CFT, DigCompEdu), while capacity-building for teacher educators supports consistent implementation. Within courses, hands-on, scenario- and case-based activities that involve scripting, storyboarding, and multimodal production may help candidates link tool choices to instructional goals and document decisions transparently, including brief disclosures of AI use consistent with institutional guidance (e.g., CoHE). Attention to equity and localization, such as access to no-cost or low-bandwidth tools, Turkish-language prompting and outputs, and accessibility features, appears important for sustained adoption. To complement self-reports, programs may incorporate light-touch forma- tive and summative evidence (curriculum-fit checks, short engagement indicators, brief classroom observations) and solicit student feedback to triangulate results. Developing small shared repositories of open resources, prompt templates, rubric examples, and model disclosure statements could further support diffusion and con- tinuous improvement. Finally, future work might extend these results through mixed- method or quantitative designs with larger and more diverse samples, including artifact analyses and inter-rater reliability, to strengthen generalizability and refine how GenAI-TPACK components are enacted in authentic contexts. Education and Information Technologies1 37 Limitations and future research directions This study was conducted within the framework of a qualitative research design and provides an in-depth understanding of pre-service primary teachers’ experiences with generative AI-supported digital storytelling processes. However, several limitations should be considered. The study was carried out with a limited number of second- year pre-service teachers enrolled at a public university in Türkiye. Despite the rich- ness of the qualitative data, the generalizability of the findings to broader populations remains limited. Data collection was based on self-reflective reports, digital storytell- ing products, and written open-ended responses provided by the participants. The sub-question on curriculum alignment was explored only t

  generalrecommendations
  Keywords: teacher education level genai tpack implications design course framework programs orientation generative consistent within based
• Rethinking Science Education for Innovation: Challenges, Opportunities, and Future Directions (2026) · International Journal of innovative inventions in Social Science and Humanities · doi

  Esenowo, Aniebiet Jackson¹, Iwejor, Chimaroke Orguchialu², Okechukwu, Promise Ibuchim³, Tortor Blessing4 1,2,3,4Department of Science Education, Faculty of Education, Ignatius Ajuru University of Education, Rumuolumeni, Port Harcourt, Rivers State, Nigeria ARTICLE DETAILS Published On: 23 April 2026 ABSTRACT Science education stands at a critical juncture in the twenty-first century. As societies grapple with pressing challenges—climate change, public health crises, artificial intelligence transformation, and energy security—the capacity to produce scientifically literate citizens and innovative researchers has never been more urgent. Yet science education remains largely anchored to twentieth-century paradigms: content-heavy curricula, high-stakes assessments that reward recall over understanding, and pedagogies that position students as passive recipients rather than active inquirers. This conceptual paper argues that fundamental rethinking is required to align science education with the demands of innovation economies and democratic participation in technological societies. It critically examines three interrelated challenges: the persistence of what Michael Von Maltitz terms "broken proxies" in assessment, the equity gaps that pervade access to authentic scientific practice, and the disruptive potential—and peril—of artificial intelligence in science learning. The paper then explores emerging opportunities: the mainstreaming of active learning pedagogies, the integration of data science and computational thinking, the promise of phenomena-based and project-based instruction, and the potential for AI-augmented personalized learning when guided by robust pedagogical frameworks. Finally, it proposes future directions organized around four pillars: reimagining assessment systems, investing in teacher capacity and professional formation, embedding authentic research and innovation in curricula, and constructing ethical governance frameworks for AI in education. The paper concludes that the transformation of science education requires not piecemeal innovation but systemic reconceptualization—one that places inquiry, equity, and human flourishing at its centre. KEYWORDS: Artificial Intelligence, Assessment, Educational Equity, Science Education, Stem Education, Teacher Professional Development. Available on: https://ijiissh.com/ INTRODUCTION Education is universally acknowledged as the foundation upon which societies build economic prosperity, social stability, and technological advancement. Beyond formal schooling, education serves as a dynamic process that nurtures human potential and equips individuals with the knowledge and competencies needed to transform their environment. In the twenty-first century, its significance has intensified as nations strive to compete in a global knowledge economy driven by

  generalfuture work
  Keywords: education science century societies artificial intelligence innovation assessment equity potential learning promise twenty first challenges
• Philosophical and critical perspectives of integrating AI into STEM curriculum design: Opportunities and challenges in African educational contexts (2026) · Eurasia Journal of Mathematics, Science and Technology Education · doi

  through a systematic review of AI integration in STEM education across African higher education institutions. They identify strategic uses of AI research, content generation, and for administration. Their findings show that tools like ChatGPT are widely used for paraphrasing, grammar checking, and self-directed learning. They advocate for increased AI literacy and targeted research to close existing gaps and ensure that AI adoption supports Africa’s SDGs. teaching, Finally, Abisoye (2023) contributes to this growing body of knowledge by examining the intersection of AI, education, and African development. His work emphasizes the ethical and policy dimensions of AI integration, urging African institutions to develop frameworks that ensure the responsible and inclusive use of emerging technologies in education. Together, these scholars present a unified vision: that Africa’s educational and communicative transformation must be rooted in cultural relevance, technological innovation, and social equity. They call for reimagined systems that not only prepare learners for global competitiveness but also empower them to lead meaningful change within their own communities. Collectively, for an educational transformation that is culturally relevant, scholars advocate these 7 / 12 Aboderin & Pietersen / Philosophical and critical perspectives of integrating AI into STEM curriculum design technologically innovative, and socially equitable. Their insights offer a roadmap for integrating AI in ways that empower align with Africa’s developmental priorities. learners and IMPLICATIONS FOR THE STUDY These implications are grounded in the AI-TPACK and UTAUT frameworks. These models emphasize the integration of technology with PK and CK. They also highlight behavioral factors that influence technology adoption. The study highlights the importance of collaborative efforts among educators, policymakers, and institutional leaders. These efforts are crucial to ensure that AI integration in STEM education is both pedagogically sound and contextually relevant across African education systems. Educators need ongoing professional development. This training should help

  generalfuture work
  Keywords: education integration african stem ensure africa across institutions advocate adoption development frameworks scholars educational transformation
• Philosophical and critical perspectives of integrating AI into STEM curriculum design: Opportunities and challenges in African educational contexts (2026) · Eurasia Journal of Mathematics, Science and Technology Education · doi

  to guide frameworks Based on this study, two recommendations are proposed. First, educational institutions in Africa should adopt curriculum design models informed by the AI- TPACK and UTAUT the integration of AI in STEM education. This approach ensures that technological tools are aligned with pedagogical strategies and CK, promoting personalized, adaptive, and inclusive learning experiences (Ijiga et al., 2021; Mosoa & van der Westhuizen, 2025). Second, successful AI adoption requires investment in digital infrastructure, strategic collaboration with industry stakeholders. These efforts will enhance user confidence, address barriers to technology acceptance, and ensure that AI-enhanced curricula remain relevant to evolving workforce demands and educational goals (Falebita & Kok, 2024). These recommendations provide a strategic foundation for advancing AI integration in African STEM education, ensuring is both innovation pedagogically sound and socially equitable. technological training, teacher that and CONCLUSION it learning, can personalize This paper explored how AI can be integrated into STEM curriculum design in Africa. The analysis was both critical and context-sensitive. AI offers many benefits: improve assessments, and support inclusive education. The study was guided by the AI-TPACK and UTAUT frameworks. These helped explain how AI tools can align with teaching goals and user behavior. However, successful just technology. It integration requires more than demands strong infrastructure, comprehensive teacher training, and ethical planning. Philosophy plays a key role in guiding this integration. Paulo Freire’s ideas remind us that education should empower learners. African philosophies like ubuntu emphasize community, fairness, and shared growth. These values must inform the design and use of AI tools. A framework-based approach can help build AI-enhanced curricula that are both ethical and relevant. Future research should focus on real-world applications, long-term impact, and equitable access across diverse African educational settings. Author contributions: OSA & DP: conceptualizing, literature review, data analysis, results, writing – original draft, writing – review & editing. Both authors have read and agreed to the published version of the manuscript. Funding: No funding source is reported for this study. Acknowledgments: The authors would like to thank all researchers whose works have contributed to the development of this study and the academic institutions and journal publishers that provided access to relevant literature and data. The authors would also like to thank the colleagues and mentors who offered valuable insights during the conceptualization and w

  generalrecommendations
  Keywords: integration education educational design stem tools relevant african like authors frameworks based recommendations institutions africa
• Examining the use of artificial intelligence in pre-service teacher education (2026) · Contemporary Educational Technology · doi

  The studies analyzed in this review were mainly carried out in particular geographical contexts, which could restrict the applicability of the findings to different educational systems and cultures. In addition, the swift progress in AI technologies has the potential to affect the relevance of some findings over time, as the emergence of new tools and applications continues to reshape the educational landscape. It should also be acknowledged that this review was based on the existing published literature, and there may be further unpublished studies or ongoing research that could offer additional insights into the subject. Despite these limitations, this systematic review provides valuable insights into the current state of AI integration in PST education and establishes a foundation for future research and practice. Although there are certain limitations, this systematic review gives significant insights into the status of AI integration in PST education and establishes a basis for future research and implementation. Given the ongoing progress and influence of AI technologies in education, it is imperative for teacher education institutions, policymakers, and academics to work together and tackle the obstacles and possibilities that come with integrating AI into education. By providing PSTs with the necessary skills to effectively use AI technologies and understand the ethical considerations, we can guarantee that the future generation of educators can utilize AI’s promise to improve teaching and learning in the 21st century. Author contributions: Conceptualization: EBP, OVS, MRZ; Data curation: OVS, KMB; Formal Analysis: EBP, KMB, MVM; Methodology: EBP, MRZ, RLB; Writing – original draft: OVS, MRZ; Writing – review & editing: EBP, RLB, MVM. All authors approved the final version of the article.

  generallimitationsevidence 5/5
  Keywords: review education authors technologies insights systematic future ethical article intelligence analyzed educational progress published there
• From AI literacy to AI-integrated inquiry-based science teaching: the serial mediating roles of AI-TPACK and science teaching self-efficacy among Chinese pre-service science teachers (2026) · Frontiers in Psychology · doi

  The study identifies challenges related to the accuracy of AI-generated content and students' overreliance on GenAI. The study also highlights the lack of structured guidance in teacher education for the critical use of GenAI as a challenge. The integration of AI into science teacher education is not merely a matter of tool use, but requires pre-service science teachers to have the literacy, pedagogical knowledge, and confidence required to evaluate AI-generated scientific content.

  generalstated challengesevidence 5/5
  Keywords: study identifies challenges related accuracy ai-generated content students

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