Abstract: This study examines the perspectives and impacts of artificial intelligence (AI) integration among students and teachers within African educational institutions, using Tanzania as a representative case to explore broader regional dynamics. Through a comprehensive analysis of recent literature, policy documents, and pilot implementation data, the research explores the opportunities, challenges, and systemic implications of AI-driven educational transformation. Findings reveal that AI adoption has led to measurable improvements in student engagement increased by 20%, digital literacy rose by 81%, and teacher satisfaction improved by 22% in pilot programs. While AI presents promising prospects for enhancing personalized learning and expanding access, its effective implementation depends on addressing infrastructural deficits, bridging the digital divide, supporting cultural and linguistic adaptation, and strengthening educator capacity. The study underscores the need for context-specific strategies to ensure equitable and sustainable AI integration across diverse educational environments.

Abstract: The aim of this study was to examine the gendered differential barriers facing male and female handicraft entrepreneurs. In order to gather the data, the study used a cross-sectional research design whereby structured questionnaires were distributed to male and female entrepreneurs in handicraft industry in Dar es Salaam and Arusha regions, involving a total of 135 respondents. Convenience sampling was used. With this method, the researcher used respondents that were available to reach. The data were analysed using inferential statics and T-test. The findings revealed that there is significant difference between male and female respondents in product knowledge development, market accessibility and gender roles whereby female respondents seem to be the most affected gender more than male. The study concluded that handicraft industry is one of the sectors which is recently growing, therefore the gendered barriers between male and female need to be resolved. Finally, the study recommends that both NGOs and the government institutions should work out on how best they can support both male and female entrepreneurs in the handicraft industry in Tanzania so as to enable it to contribute to the economic growth of the country.

Abstract: For years, knowledges from non-western contexts have been under-represented in the both Western and nonWestern contexts. This study argues that, for African region to achieve sustainable development, African indigenous values, customs and practices need to be considered/ privileged, and not to be marginalised. This reviewed study, therefore, uses Southern theory (Connell, 2007), to challenge Western ideologies that what counts as rational knowledge comes from the West. Southern theory, therefore, challenges this dominant discourse, this Eurocentric belief that African societies are backwards and incapable, and paves the way for the possibility for change in finding and using knowledge from an African perspective. The application of Southern theory therefore makes it possible for knowledge originating from non-Western contexts to be recognised and legitimated. On the other hand, Southern theory is employed to suggest ways of making knowledge from Western contexts more responsive to Southern contexts. In other words, it suggests the deconstructions of Western knowledge to fit into non-Western contexts, such as Tanzania. Drawing in some postcolonial ideas, the study suggests that it is high time for people in Africa to embrace African ways of thinking, their ways of living, and their languages to ensure sustainable development in Africa.

Received January 23, 2020; Reviewed March 26, 2020; Accepted April 17, 2020

Abstract: This online study investigated levels of plagiarism from different regions, for example, Africa, Asia, U.S.A and Europe. Specifically, the study investigated theses similarity index according to the following indicators: Sex, University, Region, Level of thesis -Doctoral or Masters and Year the thesis was written. The paper also tested if there was any significant difference between levels of plagiarism and sex of student, regional institutions, level of thesis and year of thesis writing. The results indicate that females plagiarized more than the males, doctoral theses had highest degree of plagiarism than the masters theses, there was significant difference between the sex of student and similarity index, there was no significant difference in the level of plagiarism when grouped according to sex of student, there was no significant difference in the level of plagiarism when grouped according to region, there was no significant difference in the level of plagiarism when grouped according to the level of thesis, there wasa significant difference between the plagiarism similarity index when grouped according to the year of the thesis.The following are the recommendations shared from the study: institutions of higher learning should train students and academic staff on the importance of staying plagiarism free, academic staff should remain keen on plagiarized work and once detected, legal action should be taken,including punishing the student, each institution of higher learning should have plagiarism policy in place, student supervisors should work with students showing them how to avoid plagiarism in their academic writing.