AI Writing Assistants in Tanzanian Universities: Adoption Trends, Challenges, and Opportunities (2025)

Abstract: This study examines the adoption, challenges, and impact of AI writing assistants in Tanzanian universities, with a focus on their role in supporting academic writing, enhancing accessibility, and accommodating low-resource languages such as Swahili. Through a structured survey of 1,005 university students, we analyze AI usage patterns, key barriers to adoption, and the improvements needed to make AI writing assistants more inclusive and effective. Findings reveal that limited Swahili integration, affordability constraints, and ethical concerns hinder AI adoption, disproportionately affecting students in resource-constrained settings. To address these challenges, we propose strategies for adapting AI models to diverse linguistic, academic, and infrastructural contexts, emphasizing Swahili-language support, AI literacy initiatives, and accessibility-focused AI development. By bridging these gaps, this study contributes to the development of AI-driven educational tools that are more equitable, contextually relevant, and effective for students in Tanzania and beyond.

## conclusion this study provides a comprehensive examination of the adoption, challenges, and opportunities associated with ai writing assistants in tanzanian universities. the findings reveal high levels of student engagement with ai tools particularly for academic writing, research, and coding but also surface critical barriers that hinder equitable and effective use. these include limited support for swahili and other low-resource languages, infrastructure and cost-related accessibility issues, and ethical concerns related to over-reliance, misinformation, and academic integrity. three core insights emerge from this research. first, linguistic gaps persist: although a majority of students prefer ai tools that support swahili, most current systems lack adequate localization for tanzanian academic contexts. second, accessibility remains a challenge: unstable internet access, high subscription costs, and the digital divide disproportionately affect students in rural or low-income settings. third, institutional support is inconsistent: students lack structured ai literacy programs, and few universities have established clear guidelines on ethical ai use or integration into curricula. to address these gaps, we recommend several targeted interventions. policymakers and universities should establish national and institutional frameworks for ai ethics and digital inclusion. this includes investing in localized swahililanguage ai datasets, promoting open-source ai development, and ensuring affordable or subsidized access to ai tools for students. universities should embed ai literacy training into academic programs, encouraging responsible and critical use of ai writing assistants. ai developers, in turn, must create lightweight, offline-compatible models that are inclusive of low-bandwidth users and students with disabilities. broadly, this study underscores the need for ai technologies that are not only accessible, but also contextually and culturally relevant. by bridging linguistic and technological divides, ai writing assistants can serve as inclusive tools that support learning across diverse educational contexts. for regions like tanzania and the broader global south this research contributes to growing calls for ai systems that promote ethical innovation, educational equity, and digital justice in lowresource settings.