AI becomes academic lifeline for remote university students

A new study from Tanzania shows that distance learners are not only embracing the shift to AI-powered classrooms but relying on it heavily. Research finds that students enrolled in Open and Distance Learning programs are integrating AI tools into their daily academic routines at strikingly high rates, reshaping how they study, write, and solve problems.

The study, titled Students' Utilisation of Artificial Intelligence in Open and Distance Learning and published in the journal Knowledge, examines how bachelor's degree students at IAE use AI tools in their coursework . Drawing on survey data and interviews with second- and third-year students from the Dar es Salaam and Morogoro campuses, the research provides one of the clearest pictures yet of how AI is transforming Open and Distance Learning in a Sub-Saharan African higher education context.

AI awareness surges inside distance Education

The research reveals that nearly all surveyed students are familiar with artificial intelligence tools. More than nine out of ten respondents reported awareness of AI, with the vast majority becoming familiar with the technology after enrolling at IAE. This shift points to the strong influence of the Open and Distance Learning environment itself.

IAE operates as a dual-mode institution in Tanzania, offering both conventional and distance education programs. Since expanding its Open and Distance Learning model to bachelor's degrees, the institute has attracted students from across all regions of mainland Tanzania. These students typically rely on blended learning approaches, combining remote study with limited face-to-face sessions.

In this setting, AI tools appear to fill critical gaps. Many students reported that they first encountered AI through peer interactions. Informal sharing of tools and techniques within WhatsApp groups and study circles emerged as a central driver of AI adoption. A smaller share credited module facilitators, while others learned independently through online exploration.

The pattern suggests that AI literacy is spreading organically among students, driven by necessity rather than formal institutional mandates. As learners navigate self-directed study requirements, assignments, and research tasks, AI tools become part of their problem-solving toolkit.

The study also situates these findings within Tanzania's broader digital policy landscape. The country has adopted national strategies to integrate digital technologies and artificial intelligence into education. These policies align with continental and global frameworks encouraging responsible AI use in learning. However, Mariki's research underscores that practical adoption at the student level may outpace formal policy development.

The data indicate that students enrolled in ICT-related modules during their programs further deepen their exposure to AI tools. As they gain technical competencies, they are more likely to experiment with generative systems. The Open and Distance Learning format, which demands high levels of self-regulation and independence, appears to amplify this trend.

ChatGPT dominates as students redefine academic workflows

When it comes to specific tools, the study identifies a clear leader. ChatGPT stands out as the preferred AI platform among IAE students. A large majority of respondents reported using it regularly for academic tasks. Google Gemini followed at a much lower rate, while tools such as Grammarly, QuillBot, and Perplexity saw minimal use.

The dominance of ChatGPT reflects a broader global pattern in higher education. Its conversational design, natural language processing capabilities, and ability to generate structured responses make it particularly attractive for students working remotely without immediate instructor access.

The research shows that students are not using AI in a single, narrow way. Instead, they are integrating it across multiple stages of their academic workflow. The most common use involves asking AI systems to answer questions related to coursework. Students rely on these tools to clarify difficult concepts, unpack complex terminology, and explore topics beyond the prescribed learning materials.

A significant portion of respondents also reported using AI to improve writing quality. In the Open and Distance Learning context, written assignments form a core component of assessment. Students turn to AI for grammar correction, sentence flow improvement, idea structuring, and coherence checks. Others use AI to help organize their work, develop outlines, or refine drafts before submission.

A smaller but notable group acknowledged using AI to complete assignments. This raises questions about academic integrity and authorship, especially in remote environments where oversight is limited.

The findings suggest that AI tools are functioning simultaneously as search engines, writing assistants, study partners, and virtual tutors. For many students, they offer immediate feedback and guidance in a way that mirrors human interaction. In an environment where contact with facilitators is periodic rather than continuous, the appeal is clear.

Yet the research also flags a critical tension. While AI tools enhance efficiency and expand access to information, heavy reliance may reduce peer collaboration and independent critical thinking. Studies cited in the paper warn that overdependence on generative AI can weaken analytical skills and diminish authentic academic engagement.

The Tanzanian case illustrates this global dilemma in sharp relief. Students report tangible benefits in terms of time savings, improved clarity, and broader knowledge exposure. At the same time, institutions must confront the risk that AI becomes a shortcut rather than a supplement.

Students call AI essential, institutions face governance test

Nearly all respondents agreed that artificial intelligence is essential to their learning within the Open and Distance Learning framework.

Students identified multiple advantages. AI tools help them understand complex topics more quickly, access explanations beyond standard textbooks, and receive instant responses to academic queries. For distance learners balancing work, family responsibilities, and study, the time-saving dimension is especially significant.

In a traditional classroom setting, students can raise questions in real time. In contrast, Open and Distance Learning often involves delayed communication. AI bridges that gap. It offers immediate interaction, reducing feelings of isolation and supporting continuous learning.

The research emphasizes that students see AI not merely as a convenience but as a necessity in the modern ODL landscape. As digital tools become central to course delivery, assessments, and research, AI integration appears inevitable.

However, the study does not present an uncritical endorsement. Mariki highlights the urgent need for structured governance frameworks to guide AI use in higher education. Without clear institutional policies, the line between legitimate academic support and misconduct can blur.

The recommendations call for universities and similar institutions to establish AI utilization guidelines that promote ethical use and protect academic integrity. This includes clarifying acceptable applications, discouraging full automation of assignments, and encouraging students to engage actively with the material rather than passively accepting generated content.

The study also urges institutions to broaden student exposure to a range of AI tools rather than allowing reliance on a single dominant platform. Expanding awareness could foster more nuanced and responsible engagement.

Peer learning, already a strong driver of AI adoption at IAE, is identified as another area for constructive development. Encouraging structured discussions about responsible AI use may help students reflect on both benefits and risks.

The research lays stress on maintaining a balance between human interaction and machine support. While AI can enhance learning flexibility, the human dimension of education remains critical. Collaboration, debate, and mentorship cannot be fully replaced by algorithmic systems.