TANZANIAN LOWER PUBLIC SECONDARY SCHOOL TEACHERS' PREPAREDNESS FOR AI-SUPPORTED ENGLISH CLASSROOMS:

Abstract

The integration of Artificial Intelligence (AI) is highly changing the way of teaching and learning everywhere around the world. In Tanzania, English teachers in lower public secondary schools are struggling to keep up with AI in their classrooms. However, many of them are not equipped with enough training to help them cope with the technological integrations. This study aimed to find out how ready the English teachers are for teaching with AI, and what challenges they face in terms of professional development and policy support. Using the TPACK framework, the main question was: Are Tanzanian public secondary school English teachers prepared for AI-powered classrooms, and what challenges stand in their way? Most research so far has focused on AI in universities and Western countries; there is little information about how prepared secondary school teachers in developing countries like Tanzania really are. To fill this gap, the study used interviews and group discussions with English teachers from three public schools. The results showed that teachers often do not know much about AI, have little access to technology, and rarely get in-service training. National policies on AI in schools are still vague. Many teachers are enthusiastic about AI's potential but feel unsure and unsupported as they try to make it work in their classrooms. The study suggests English teachers need ongoing training, better digital infrastructure, and inclusive AI policies. Ultimately, helping teachers feel confident and prepared is key to making AI-supported education fair and successful for every student in Tanzania.