Abstract: This study investigates the dual role of generative AI (GAI) tools in higher education, focusing on the tension between knowledge construction and critical thinking. A survey was administered to students in higher learning institutions in Mwanza and Dodoma, Tanzania. Quantitative findings reveal that GAI is deeply integrated into learning routines, with a majority of respondents using it daily or weekly primarily for research, problem-solving, and simplifying complex concepts. However, a significant concern emerged, with over 60% of students identifying “reduced critical thinking” as a primary risk, highlighting an acute awareness of the potential for passive consumption and over-reliance. Crucially, students are proactively developing metacognitive strategies to mitigate these risks, with the most common being verification of AI outputs against credible sources and critical prompting. The study concludes that while GAI serves as a powerful scaffold for efficient knowledge construction, its perceived threat to critical thinking is substantial. These findings underscore the urgent need for pedagogical frameworks that integrate “critical AI literacy” to help students harness these tools effectively without compromising higher-order cognitive skills.

Abstract: Early childhood is a critical stage for language and cognitive development, with vocabulary growth and critical thinking being key components for long-term academic success. This study examined the influence of interactive read-aloud on vocabulary acquisition and critical thinking among Standard One pupils in Tanzania. By incorporating teacher-pupil dialogue during reading sessions, interactive read-aloud provide opportunities for pupils to engage with new vocabulary in meaningful contexts and develop higher-order thinking skills. Employing a qualitative approach, this study analyzed data collected through classroom observations, teacher interviews, and secondary educational sources. Findings reveal that pupils who regularly participated in interactive read-aloud demonstrated notable improvements in vocabulary usage and critical thinking abilities. The results suggest that, when strategically implemented, interactive read-aloud enhances pupils’ cognitive and linguistic capacities. The study highlights the need for improved access to high-quality reading materials and teacher training to maximize the benefits of this instructional approach. Recommendations include professional development for teachers and investment in diverse literary resources.

Abstract: The teaching of critical thinking is paramount in physics instruction, it is achieved through acquisition of critical thinking skills by learners. Consequently, teachers of physics ought to employ instructional strategies that foster the acquisition of the skills. This article explores an array of these strategies in detail, it also presents the history and nature of critical thinking, the role of critical thinking in science instruction and the challenges teachers of physics face in teaching critical thinking skills.

Abstract: The aim of the study is to establish how the Communication Skills course assist s undergraduate students at Women’s University in Africa (WUA) to enhance critical thinking skills. The current study adopts a qualitative research, approach which is hinged on the interpretivist paradigm. The study uses a single case study research design with a sample of five students who were purposively chosen. The study is framed under the reconstructionist philosophy. The study found that Communication Skills as a course helps to develop students critical thinking skills. These critical thinking skills are developed through covering the four language macro-skills which are speaking, listening, reading and writing. These macro skills are taught to every student who is in their first year and doing the first semester. The study recommends that since critical thinking skills are not obtained at once but are developed over time, it would be prudent for Women’s University in Africa to instruct its students in Communication Skills as a course during their tenure at university.

Abstract: This analytical paper discusses the concept of emancipatory education as a way forward for effective achievement of social economic transformation in Tanzania. Based on the philosophical views of a Brazilian thinker, Paulo Freire, the paper argues that, if Tanzania has to achieve a positive social economic transformation education which is the epicenter of this effort should itself be transformed from the current banking model of education. The paper advocates for a pedagogical approach, which promotes critical thinking, creativity, and innovation grounded in an anti-colonial ethos that is contextual and appropriate for Tanzania’s unique developmental needs. In setting the ground for this argument, the paper presents a brief overview of the history of education in Tanzania where the evolution of various education policies is discussed. This discussion is underpinned by perspectives of Mwalimu J. K. Nyerere, who believed in education as a tool and a means of alleviating poverty, disease, and ignorance and John Dewey whose views emphasized education as a social process of reconstructing experiences. The paper explores the concept of emancipatory education and obstacles to achieving it in Tanzania. The paper ends with a discussion of a possible blueprint to actualizing emancipatory education towards ultimate social economic transformation in Tanzania.