Abstract :

The rapid proliferation of artificial intelligence (AI) chat boards, such as ChatGPT, is reshaping higher education and raising critical questions about teacher educators’ preparedness to guide graduate students in academic writing. This study explores how Tanzanian teacher educators perceive and respond to the integration of AI tools in graduate-level research and writing. Using a qualitative case study design, data were collected through in-depth interviews and focus group discussions with seven teacher educators and four graduate students at the University of Arusha. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), the findings reveal both opportunities and challenges. While participants acknowledged AI’s potential to enhance efficiency, provide immediate feedback, and support creativity, they also raised concerns about over-reliance, diminished critical thinking, and threats to academic integrity. The study highlights variations in digital readiness among educators, the influence of peer and institutional pressures, and the absence of clear policy frameworks for ethical AI use. Recommendations include targeted professional development for educators, AI literacy programs for students, and the establishment of institutional guidelines to ensure responsible and constructive adoption of AI in graduate academic writing.

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Keywords :

Artificial Intelligence, Teacher Educators, Graduate Students, Academic Writing, UTAUT, Academic Integrity

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