Abstract
The emergence of new technologies in the ICT sector and their integration into Tanzanian distance education presents both opportunities and challenges for the educational field. Innovations like Artificial Intelligence, robotics, Mobile learning, e-learning, cloud computing, video-assisted learning, and Digital Content Platforms play a crucial role in improving the teaching and learning process. These technologies have not only transformed various aspects of universities, such as teaching methods, assessment procedures, administration, examination management, financial records, and timetable scheduling but have also expanded educational access, enhanced quality, and reduced costs. This abstract provides an overview of a comprehensive research study focusing on the legal aspects related to the use of emerging technologies in Tanzanian distance education. As distance education becomes increasingly popular as a means to enhance access and quality of education in Tanzania, it is essential to consider the legal dimensions associated with this transformation. While technology brings significant improvements to the education sector, it also introduces legal, security, privacy, and safety challenges that require attention and resolution. From a legal perspective, the technology involved in electronic learning (e-learning) presents specific challenges because many existing legal and policy standards in education are primarily designed for traditional brick-and-mortar classrooms and face-to-face interactions. This research aims to identify and analyze the legal issues surrounding the implementation of emerging technologies in distance education. The study utilizes doctrinal and comparative research methods to examine international legal instruments, policies, and laws from other jurisdictions. The findings indicate that the current policies and legal instruments governing emerging technologies in Tanzania do not adequately address the existing legal gaps.
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