Abstract: The current study was conducted to examine the effectiveness of online learning platforms in promoting quality learning in higher learning institutions in Arusha region. Specifically, the study examined the effectiveness of the online learning platforms in enhancing teaching and learning activities and pointed out strategies for improving the application of online learning platforms in higher education institutions. Technological Acceptance Model guided the study and a cross-sectional design was adopted. The target population included 4573 students and 427 lecturers from four universities. Simple random and stratified sampling procedures were used to obtain the study sample that consisted of 82 students and 16 lecturers. The study used questionnaires as tools for data collection and the questionnaires were piloted to estimate their reliability and improve validity.The Cronbach results produce reliability score of 0.74. The collected data were analyzed using descriptive analysis and presented using tables and charts. The study found out that most students and lecturers agreed on the widespread use of Moodle for student learning, suggesting its effectiveness and broad acceptance within the educational environment. The study found that the majority of students and lecturers agreed that these platforms facilitate the search for academic content. It was concluded that online learning platforms are widely used in higher education institutions in Arusha region and are considered to be effective on enhancing students’ learning. The study recommended for university management to implement training programmes for lecturers to equip them with the necessary skills to effectively integrate online learning platforms into their teaching practices.

Abstract: This study explored the application of artificial intelligence (AI) platforms and their influence on education in higher learning institutions in Arusha region. The research objectives were to investigate attitudes towards AI from both students and lecturers and assess strategies to mitigate AI-assisted plagiarism. Grounded in the Technology Acceptance Model, the study adopted a mixed-methods approach using a convergent design to collect both qualitative and quantitative data. The target population included 2176 students, 104 course instructors, and 18 technology experts across six higher learning institutions, with a final sample size of 96 respondents. Data collection instruments included questionnaires and interview guides. Instruments were validated through expert and reliability (0.95 for SQ and 0.89 for LQ) was done through test-retest procedures in a pilot study. Descriptive analysis was used for quantitative data in the SPSS version 23 whereby tables were generated to aid the interpretation of data. For qualitative data, the analysis was in themes whereby the interview data was first transcribed and emerging themes were identified. Findings indicated a high level of AI integration in educational practices, positive attitudes towards AI from both students and lecturers, and effective strategies such as face-to-face presentations and plagiarism detection of software to combat AI-assisted plagiarism. The study concluded that AI is positively influencing education in universities and recommended further investment in AI education, ethical guidelines, continuous professional development for lecturers and student workshops to foster responsible AI use.The study recommends clear policies and guidelines for the ethical use of AI in academic settings.

Abstract: This study investigated factors hindering Maasai girl’s transition from secondary school to higher education. The study adopted a mixed research approach with a convergent parallel design. One hundred and thirty six respondents, selected through both purposive and simple random sampling approaches were involved. These included 21 Secondary school teachers, 102 students, 5 Maasai parents and 5 Maasai girls, who had completed their secondary education. Additionally, one District Secondary Education Officer (DSEO) and two Heads of schools were involved. Semi-structured interviews and open ended questionnaires were used for data collection. Cronbach Alpha Coefficient was used to ensure validity and reliability of research instruments. Qualitative data was analysed narratively while quantitative data was analysed descriptively using statistical Software Package for Social Science (SPSS) version 20. The findings indicate that there is a significant low transition of Maasai girls from secondary to higher education, which is mostly due to early and forced marriages, parental gender preference and Female Genital Mutilation (FGM). The study recommends and appeals to government leaders, educators and non-governmental organizations to strive further towards safeguarding and reinforcing Maasai girls’ rights to education at different levels by educating parents and Maasai elders on the importance of higher education to girls. Additionally, Maasai girls should also be encouraged and supported to pursue higher education as a means of empowering, nurturing and giving them more voice which they need in demanding for their rights and resisting the out-dated and oppressive cultural practices which hinder them from realizing their potentials and advancing economically.