Ethical Double Standards in the Use of AI Tools in Tanzanian Higher Education: A Case of Student vs Lecturer Practices in Research Assessment

Jacqueline Mtui; Adam  Semlambo; Happiness Mkumbo

doi:10.59645/tji.v6i1.768

Authors

Jacqueline Mtui Institute of Accountancy Arusha
Adam Semlambo Institute of Accountancy Arusha
Happiness Mkumbo Institute of Accountancy Arusha

DOI:

https://doi.org/10.59645/tji.v6i1.768

Keywords:

Artificial Intelligence in Education, Ethical Policy Enforcement, Higher Education in Tanzania, Organisational Justice Theory

Abstract

The growing integration of Artificial Intelligence (AI) tools in higher education has raised ethical concerns regarding fairness in their use, particularly in developing contexts such as Tanzania, where institutional policies remain unclear and inconsistently enforced. This study examined the clarity and enforcement of AI usage policies, as well as the ethical balance between students and lecturers in research assessment, across three public universities. Using an explanatory sequential mixed-method design, the study drew from a population of 782 lecturers and over 45,000 students. Stratified sampling produced 396 student and 260 lecturer survey respondents, while qualitative data were collected through 30 interviews and six focus group discussions. Quantitative analysis revealed significant differences between students and lecturers in perceptions of policy clarity (t = −3.27, p = .001) and fairness (t = −2.98, p = .003), with respondents strongly agreeing that students are penalised more for AI use (M = 4.09). Correlation analysis showed strong relationships between policy clarity, fairness, and enforcement (r > 0.59). Qualitative findings further revealed students' fear, confusion, and mistrust regarding the use of AI in academic work.

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