Authors : Eliah Christopher Mwakalonge; Dr. Mussa Ally Dida; Dr. Janeth Marwa

Volume/Issue : Volume 10 - 2025, Issue 12 - December

Google Scholar : https://tinyurl.com/mt6anxh2

Scribd : https://tinyurl.com/57vrdvwp

DOI : https://doi.org/10.38124/ijisrt/25dec863

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The rapid adoption of Artificial Intelligence (AI) in higher education presents both transformative opportunities and fundamental tensions when aligned with Competency-Based Curriculum (CBC), particularly in developing contexts such as Tanzania. While AI emphasizes automation, data-driven decision-making, and algorithmic optimization, CBC prioritizes human-centered learning outcomes, demonstrable competencies, and contextual relevance. These divergent orientations create antagonistic forces that hinder effective curriculum integration. This paper examines how Human-in- the-Loop (HITL) can mediate these tensions in Tanzanian Higher Learning Institutions, AI affordances with CBC principles in Tanzanian Higher Learning Institutions (HLIs). Through a systematic review of global and local literature, policy documents, and theoretical models, the study proposes an integrative HITL-based framework that preserves human judgment, ethical oversight, and pedagogical intentionality while leveraging AI for personalization, assessment, and learning analytics. The findings contribute a context-sensitive framework for sustainable AI-CBC integration, informing policy, curriculum design, and institutional governance in Tanzania and comparable Global South contexts.

Keywords : Artificial Intelligence; Competency-Based Curriculum; Human-in-the-Loop; Higher Learning Institutions; Tanzania.

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