Assessment on the Availability of Policies and Guidelines for Managing AI-Assisted Plagiarism among Students in Higher Learning Institutions in Arusha, Tanzania

Agnes Lukumay & Doward Kilasi
Department of Education
Tumaini University Makumira (TUMA), Arusha, Tanzania
Email: zediaggy12@gmail.com/ doward.kilasi@gmail.com

Abstract: The study assessed on the availability of policies and guidelines for managing AI-assisted plagiarism among students in Higher Education Institutions in Arusha Region. This study was guided by the Institutional Theory. The study adopted mix-method approach and convergent parallel design. The study involved 65 academic and administrative leaders from three Higher Education Institutions. The respondents were selected using purposive and total population sampling techniques. Data were collected through interview guide, questionnaire and document review. Data were analyzed thematically and statistically through Statistical Package for the Social Sciences (SPSS) version 23. Also, the validity of the research instrument was ensured through expert review and on the aspect of reliability, the obtained Cronbach’s Alpha coefficient was 0.8. The findings revealed that formal AI-specific policies and guidelines were limited across higher education institutions. However, higher education institutions have not remained passive. Existing institutional AI practices, including plagiarism detection tools, awareness creation, training, and assessment redesign, support the management of AI-assisted plagiarism and promote academic integrity. The study concludes that AI-assisted plagiarism is currently managed mainly through institutional practices rather than formal AI policy frameworks. Therefore, institutions should develop comprehensive AI policies and guidelines that complement existing practices to ensure ethical AI use and strengthen academic integrity.