DESPITE a directive by the United Nations Educational, Scientific and Cultural Organization (UNESCO) stating that the use of artificial intelligence (AI) should begin at age 13, the guideline is being widely ignored, exposing young children to potential risks.

On September 7, 2023, UNESCO released the Guidelines for Generative AI in Education and Research, urging countries to regulate the use of AI in schools. The guidance calls for ethical policies on AI use in education and research, protection of data privacy, restricting use to learners aged 13 and above, and training teachers to manage the technology responsibly.

However, in Tanzania, some parents with children in private primary schools — many under 13 — have already introduced them to AI tools such as ChatGPT and Gemini. For some families, these tools have become the primary method for finding answers to homework.

Learners using AI for homework

Bryson Maheri, a Standard Six pupil at an English-medium private school, began using AI last year while in Standard Five to help him tackle difficult homework questions. He says his mother taught him how to use the technology after he struggled to find answers, especially in mathematics.

“My mother showed me several ways to use it — typing the question exactly as it is, taking a photo of it, or even using voice input,” Bryson said.

Whenever he faces a challenging question, he types it into the platform or takes a photo, waits for the response, and copies the answer into his exercise book.

“When I was in Standard Five, my mother taught me how to use ChatGPT because she couldn’t help me with some of the difficult questions. She told me to type the question as it is, and the tool would give me an answer. Now I’m used to it — I don’t even ask her anymore,” he added.

Bryson’s mother, Ester Japhet, said teaching her son to use the technology reduced his dependency on her, particularly when she did not know the answers herself.

“Sometimes your child comes home with a question you can’t answer. You end up searching online or asking around, which takes a lot of time. Since I introduced him to ChatGPT, he works independently,” she said.

James Macha, a resident of Tabata, Dar es Salaam, and a parent of a Standard Six student, said his employer introduced him to ChatGPT after he repeatedly sought help with his son’s Standard Five 5 mathematics. 

“Because of my limited education, I couldn’t help my child. After learning about ChatGPT, I taught him how to use it for his schoolwork and now he’s doing well. He completes his homework and returns my phone afterward,” he shared.

When asked about his child’s academic performance, Macha said, “It’s average. He usually ranks around 20th out of 32 students.”

Not all parents view early AI exposure positively. Mwanaisha Saidi said she stopped her child from using AI after noticing signs of dependency even for simple questions.

“I realized after three months that my child’s performance had dropped. In exams, she missed questions she should have easily answered. When I told the teacher that I had allowed her to use ChatGPT because I was busy, the teacher warned that it discourages independent thinking,” she said.

Teachers warn of long-term effects

Justine Kivuyo, a teacher at Sisters of St. Joseph Primary School in Dege, Kigamboni, warned that pupils who rely on AI fail to develop academically because they skip the learning process. 

“The purpose of homework is to make the child engage their brain and discuss lessons with parents. Some parents think helping their child get the correct answer is enough, but they are unknowingly weakening their thinking skills,” she explained.

Mary Fwaisa, a Standard Five teacher at a private school in Dar es Salaam, said pupils who depend on AI for answers develop weak critical thinking skills and become overly reliant on external help.

“This habit will hinder educational progress if not controlled. For example, when schools give take-home assignments, if they rely on AI, they learn nothing,” she said.

She emphasized that parents need to be educated on AI risks so that they can act as ambassadors in discouraging misuse.

Viktor Kalinga, a teacher at Mgowelo Primary School, said homework aims to involve parents in their children’s learning — not to outsource that responsibility to machines.

“When parents use AI instead of engaging with their children, it weakens the parent-child learning relationship. Parents must be the first to stop this practice,” he stressed, adding that technology is not harmful in itself; it is how it is used that matters.

Silvester Mbata, an academic master at Uhominyi Primary School in Kilolo District, Iringa, said AI adds no real value to early learning.

“For young children, it can cause psychological harm. They should only use it when they’re older and more self-aware. Otherwise, we’ll end up with a generation that can’t think critically,” he warned.

Psychologists’ perspective

Clinical Psychologist Dr. Saldeen Kimangale said that although AI has benefits, dependency without personal learning has serious consequences.

“One goal of education is to free oneself from ignorance. Learning builds the ability to analyze and think critically — something a child cannot gain through AI,” he said.

“A child who depends entirely on ChatGPT will stagnate intellectually. ChatGPT can give answers but cannot reason or help build logical arguments.”

He advised parents to guide children to use AI responsibly — for learning and clarification rather than copying.

Legal, policy gaps

According to lawyer Bashiru Yakubu of Accuracy Company in Kinondoni, District, Dar es Salaam Region, currently there are no laws or regulations governing AI use by children.

“There are no official guidelines. Even examination laws state that students must complete exams independently without assistance. Regulators must address this by engaging both parents and students,” he said.

Stakeholders’ views

Anna Sawaki, Director of Projects and Partnerships at CAMFED, said Tanzania should follow UNICEF’s example by developing guidelines to regulate children’s AI use.

“If children are given unrestricted access, it can make them overly dependent and expose them to inappropriate content,” she cautioned.

Maron Kakoti, Head of ICT at Jenga Hub, said teachers must be trained on AI so they can manage it effectively and use it to strengthen learners’ abilities.

“It is not appropriate for children under 13 to use AI because their brains are not yet mature enough to filter information,” he said.

Government working on guidelines

Prof Ladslaus Mnyone, Director of Science, Technology, and Innovation at the Ministry of Education, Science, and Technology, acknowledged that some parents have introduced their children to AI despite age recommendations.

He confirmed that the ministry is developing national guidelines to regulate AI use among students.

“Guidelines alone may not be enough. We must also train teachers to identify students misusing technology and create questions that reveal independent thinking,” he said.

Prof. Mnyone added that AI can be beneficial if used appropriately, emphasizing that the upcoming framework will clearly define the roles of parents, teachers, and education stakeholders to ensure safe and productive AI use in learning.