Om Sandra Hardings vitenskapskritiske arbeid, og hvordan dette

arbeidet henger sammen med grunnforutsetninger for tredjegenerasjons

forskningspolitikk.

This study examines the current e-learning implementation in Tanzanian universities, highlighting the challenges and opportunities associated with its utilisation. Data was collected from 610 respondents, including e-learning support staff, lecturers, and students from five selected universities through questionnaires and interviews. The findings reveal that universities in Tanzania still face implementation challenges despite significant growth in e-learning adoption. These challenges encompass limited internet and technological infrastructure, inadequate access to high-quality e-learning materials, low digital literacy proficiency among students and educators, insufficient support systems, and resistance to change. Strategies such as improving internet connectivity, developing relevant educational materials, providing comprehensive training and support, establishing robust learner support systems, and fostering an innovative culture are recommended to address these issues. By tackling these challenges, Tanzanian higher education institutions can effectively integrate e-learning and enhance the educational experiences of their students.

In the era of Industry 4.0, fostering innovation through strong collaboration among universities, industry, and government is crucial. However, the Tanzanian economy has faced challenges due to, among others, weak links between these entities. To address this, Sida initiated the Innovation Systems and Cluster Development Program (ISCP-Tz) in partnership with the University of Dar es Salaam. This was followed by a program at COSTECH focused on fostering innovation for socio-economic development. As part of these programs, 15 clusters, including KIWANGO Leather, were selected for documentation of their experiences. KIWANGO Leather exemplifies successful collaboration between cluster firms, the university, local government, and research institutions. Operationalizing guidelines for collaboration led to cooperative innovations, knowledge exchange, internships, and long-term partnerships established through Memorandum of Understanding (MoU). The cluster's experiences highlight a less-linear, inclusive innovation process with positive outcomes. Thus, this paper not only illustrates a less linear, inclusive innovation process, but also its results can motivate actors in emerging innovation ecosystems in the Global South to adopt and scale up suggested approaches for knowledge co-creation benefitting sustainable development. By adopting these approaches and fostering collaborative networks, countries can leverage their resources and expertise to drive innovation, create economic growth, and address societal challenges.

Vi önskar i denna artikel uppmärksamma 1990-talets forskningspolitik både i Norge och i Sverige. Denna forskningspolitik var explicit både vad gäller samhällsansvar, forskningens politiska roll och utmaningar som idag gör sig alltmer märkbara såsom klimatkrisen.

This study examines the challenges and students’perceptions of adopting and implementing e-learning in Tanzanian universities to facilitate the shift towards personalised learning. Although technology and online courses provide chances to customise training for unique student requirements, challenges impede the successful incorporation of e-learning in Tanzanian higher education, particularly regarding user training and technical support. The absence of crucial amenities for online education, such as computer laboratories and dependable internet connectivity, exacerbates the challenges in executing implementation endeavours.

We employed a mixed-methods approach to investigate universities’preparedness for implementing e-learning and evaluate the impact of e-learning platforms and Artificial Intelligence(AI) in facilitating personalised learning experiences.

Our findings emphasise the significance of tackling identified obstacles to enhance education quality and provide a basis for customised learning. Subsequent studies should focus on filling the existing voids to improve the incorporation of artificial intelligence in e-learning platforms, explicitly addressing the obstacles faced by universities in underdeveloped nations. The study suggests that institutions should allocate resources towards developing e-learning infrastructure, offer extensive training for instructors, and create customised e-learning methods.

Personalized learning tailors material and strategy to student requirements, interests, and goals in e-learning. These developments help educational institutions and other organizations to keep up with the fast pace of information technology, communications, and computing power. Studies show that self-adaptive learning and relevant learning information improve study efficiency. Compared to traditional teaching methods, the practice of online education is well in its infancy. On the other hand, the pedagogy and evaluation of students in online courses have a large gap that has to be filled, necessitating significant improvements in e-learning. We call this approach to education "personalized learning," which is a central focus of today's leading online education platforms. Several studies have been conducted on e-learning and personalized learning, but few investigated the development trend of personalized learning technologies and applications. Therefore this study examines the literature to close the gap and promote the development trend for personalized learning technologies and applications in higher education from 2010 to 2021 by analyzing related journal articles. The pivotal studies used inclusion criteria after a search generated 372 complete research articles and reduced them to 146 publications based on their proposed learning domains and research themes. Through carefully reviewing current trends and successes in numerous aspects of personalized learning, this discussion analyzes prospective future research directions in the field of personalized learning. 

To contribute to deeper learning about innovation towards sustainability, we must acknowledge that all innovations have directionality as well as be clear about what and for whom our sustainability discussions concern. Whatever consequences of innovation result, it implicates reality production. The frames of my understanding are developed within feminist technoscience linked to practitioners and writers of mode 2 knowledge production. I use epistemological considerations for theories and methodologies to understand and broaden knowledge and practices within the field of Innovation and Development. How can feminist technoscience and other research areas, which involve a critical view of research-development-innovation, mobilize the transformative potential needed for sustainable conditions, especially in scarce resources contexts?

Poultry farms in Tanzania are characterized by inadequate management practices which are mainly caused by the lack of adequate systems to guide the small-scale poultry farmers in decision making. It is well-established that information is a key factor in making effective decisions in numerous sectors including poultry farming. Furthermore, various researchers have identified the use of mobile decision support tools to be an effective way of aiding farmers in making informed decisions. In this paper, we present a mobile-based decision support system that will aid rural and small-scale poultry farmers in Tanzania to obtain reliable information that is crucial for making proper decisions in their farming activities. In this context, a mobile-based decision support system was achieved through a mobile application integrated with a chatbot assistant to provide a solution to various poultry farming-related problems and simplify their decision-making process. We used a data-driven approach towards developing an informational chatbot assistant for Android smartphones that is capable of interacting with small-scale poultry farmers through natural conversations by utilizing the RASA framework.