AI Teacher-Preparation Interventions and Readiness in Sub-Saharan Africa: A Scoping Review for Tanzanian Primary Education

Abstract

Artificial intelligence (AI) is increasingly featured in education policy across Sub-Saharan Africa (SSA), yet evidence on teacher preparation, particularly for primary education, remains limited. This scoping review mapped interventions preparing teachers to use AI and synthesised evidence on teacher readiness in SSA, drawing implications for Tanzanian primary education. Following JBI guidance and PRISMA-ScR, searches covered Scopus on 25 July 2026, ERIC on 10 October 2026, African journals, theses, grey literature, and reference lists. Of 375 records identified, 188 were screened, 83 reports were assessed, and 35 reports representing 33 studies were included. Six reports described interventions (Tier A), encompassing chatbot support, workshops, device-free AI activities, generative AI tools, and national teacher training. Rwanda’s national programme reached over 5,000 teachers but reported no evaluation. Only one intervention included a comparison condition, and none assessed changes in teaching practice. Tier B comprised 27 readiness or literacy studies across nine countries; six focused exclusively on primary or basic-school teachers, and seven involved teacher educators. Teachers generally expressed positive attitudes towards AI, but limited training, poor connectivity, inadequate device access, and high data costs constrained use. No intervention was identified in Tanzania, where two theses indicated interest among college tutors alongside insufficient preparation. The review identifies a limited intervention evidence base and a gap between positive attitudes and preparedness for AI use. For Tanzania, the findings suggest prioritising teacher educator preparation, integrating AI literacy into the school-based MEWAKA professional development programme, and incorporating evaluation into pilot interventions from the outset.