Abstract
AI-powered learning has reached its peak in advocacy within the learning ecosystem by advancing inquiry, expanding knowledge, fostering creativity and enhancing the quality of life for all. The explosive use of Generative AI has significantly impacted how we generate knowledge today, surpassing content generation to move production forward. Regardless of researchers scrambling to understand the impacts of this technology on skills development, creativity and other aspects, few have discussed the effects of this technology on non-university and college education. This study examined the application of Generative AI in primary and secondary education, with a specific focus on historical and emerging trends in the Zanzibar context. Employing a mixed-methods approach, the study engaged 120 key educational stakeholders to understand past, current and future scenarios. This revealed significant reforms in curriculum development, infrastructure and digital integration since Zanzibar’s independence. While the generative AI adoption remains in the early stages, there is a strong stakeholder awareness and support for gradual integration through teachers’ training, infrastructure investment and curriculum reform, indicating a promising future for AI in enhancing personalized learning, engagement and administrative efficiency in primary and secondary education.
Cite this
Abubakar Diwani Bakari; Msellem Mohammed Ali; Abubakar Bakari, (2025), Generative AI in Primary and Secondary Education, 175-190
