Authors: Eva Omary Luwavi, PhD (National Institute of Transport, Tanzania), and Lazaro Inon Kumbo (National Institute of Transport, Tanzania)
Abstract: This study investigated the adoption and integration of Artificial Intelligence (AI) tools in academic writing and review practices among academic staff in selected higher learning institutions (HLIs) in Dar es Salaam, Tanzania. Employing a convergent mixed-methods design, data was collected from 59 academic staff and 10 key informants across seven institutions. Findings reveal high individual awareness and practical use of AI tools, such as ChatGPT, Grammarly and Turnitin, primarily to enhance writing quality, manage workload and support research productivity. However, institutional readiness remains uneven, constrained by inadequate digital infrastructure, limited access to licensed tools and unclear policies and ethical guidelines. While staff ethical awareness is generally high, formal governance frameworks are insufficient to guide responsible AI use. The study concludes that sustainable and credible AI integration depends on aligning individual initiative with strategic institutional support, including policy development, infrastructure investment, capacity building and ethical oversight. Recommendations include formalizing AI governance, embedding AIsupported writing into staff development and training and fostering regional and international collaboration to enhance responsible adoption and global academic visibility.