Academic libraries as catalysts for STEM advancement in Tanzanian higher learning institutions through AI integration

Abstract

Purpose To examine the role of academic libraries in supporting Science, Technology, Engineering, and Mathematics (STEM) education within higher learning institutions in Tanzania, specifically through the integration of artificial intelligence (AI) technologies. Design/methodology/approach This research adopts an ethnographic approach, incorporating in-depth interviews and participant observation with the library and library staff at the NM-AIST in Tanzania. Data was analysed thematically. Ethical clearance was obtained to ensure participant confidentiality and informed consent throughout the research process. Findings The study revealed that the NM-AIST library plays a crucial role in supporting STEM education, maintaining a diverse collection that comprises resources available both online and in print. It engages with primary and secondary schools through teaching resources and STEM events. However, challenges include inadequate storage, limited librarian knowledge on AI integration, and budget constraints. Participants suggested enhancing collaboration with schools and integrating AI tools to improve outreach and support. Research limitations/implications Although this is a case study, it emphasises the potential of AI to transform library services in support of STEM education. This suggests that academic libraries should engage in strategic planning and invest in AI tools to improve accessibility to resources, enhance user engagement, and deliver better services. Originality/value This research offers original insights into the role of academic libraries in STEM education in Tanzania, specifically through the integration of AI technologies.

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