Abstract: Kiswahili literature teaching and learning ought to be dynamic, engaging, and capable of instilling critical thinking and literary appreciation among students. Nevertheless, this has not been the case in most Tanzanian secondary schools. This study intended to examine the influence of video resources on the teaching and learning of Kiswahili literature in secondary schools in the City of Dodoma, Tanzania. This research was specifically motivated by the need to advance teaching delivery and improve students’ engagement in literature classes, which are often perceived as abstract and challenging. The study utilized a convergent research design within a mixed-methods framework. It gathered qualitative data via interviews administered to six purposefully selected Kiswahili literature teachers. Quantitative data was gathered using questionnaires distributed to 90 randomly selected Form Four pupils. Likewise, pre- and post-tests were also given to the sampled students. Quantitative data were thoroughly analyzed using descriptive statistics, whilst qualitative data underwent thematic analysis. The results demonstrated that the utilization of video resources significantly improved teaching effectiveness, increased students’ interest and engagement, and positively influenced students’ academic performance. Correlation study demonstrated robust predictive relationships between video-based techniques and improved learning outcomes, specifically regarding students’ engagement and conceptual understanding (p < 0.01, r > 0.9). Thematic insights highlighted that video content improved students’ interactivity, cultural relevance, and accessibility in literary lessons. Overall, the study has illustrated that the video-based instructional method is an effective method for improving students’ learning and teaching quality in Kiswahili literature. The study recommends the exhaustive implementation of instructional video resources, continuous professional development for teachers, and the establishment of friendly and supportive ICT policies to improve the integration of digital media in literary education.

Abstract: This study investigates the integration of Artificial Intelligence (AI) in secondary education through a case study of Wellspring Academy in Rwanda. It examines how AI technologies are utilized in curriculum delivery, teaching practices, and school administration, and evaluates their impact on student engagement, academic performance, and operational efficiency. A mixed-methods approach was used, combining survey data from 90 students, 20 teachers, and 5 administrators with qualitative interviews and academic performance analysis. Results show that AI tools significantly improved personalized learning, learner engagement, and administrative productivity. However, implementation challenges remain, including insufficient training, infrastructure gaps, resistance to change, and ethical concerns around data privacy. The study proposes stakeholder-driven policy recommendations to ensure equitable, effective, and ethical AI adoption. These include structured training programs, inclusive access strategies, robust data governance, and feedback-informed policy mechanisms. The findings contribute to emerging research on AI in African education and highlight the need for a balanced integration of technology with human-centered pedagogy.