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This study aims to explore AI’s potential impact on the broader landscape of higher education in Tanzania. This study contributes to the ongoing discussion of AI’s potential to transform higher education and highlights the ethical considerations and challenges that must be addressed to ensure its successful implementation. This study informs future research and policy decisions in education and technology by providing a detailed understanding of AI’s perceived benefits and challenges in higher education.

A mixed-methods approach was used, which involves collecting and analyzing quantitative and qualitative data to understand the research problem comprehensively. This approach allowed data triangulation and led to a more robust and detailed understanding of this study.

In this study, it was discovered that enhanced assessment, time-saving, personalized learning, improved accessibility and detecting cheating are the perceived benefits of AI as a tool for enhancing learning in higher education, while cost and infrastructure, academic misconduct, data privacy and security, bias and ethical concerns and lack of human interaction are the perceived challenges of AI as a tool for enhancing learning in higher education. Further, it was revealed that students are more accepting of using AI tools in the classroom because they think they are more effective and engaging. On the other hand, faculty were more cautious and skeptical about employing AI tools in the classroom because they worried about how it would affect their teaching methods and job security.

The data collection was not conducted face-to-face. To fully capture respondents’ emotional responses, feelings, facial expressions, reactions, or body language was challenging. However, a sufficient number of individuals who participated were very cooperative, and their knowledge was very beneficial in understanding the topic.

A unique view of this study is a clear understanding of the perceived benefits and challenges of using AI as a tool for enhancing learning in higher education, as well as the variations in these perceptions among students and faculty. By examining the perspectives of both groups, this study provides a comprehensive understanding of the complex role of AI in higher education. Understanding the broader implications of AI in higher education can inform policy decisions and ensure that AI is used responsibly and ethically.

Many printing ink manufacturers have switched to more environmentally friendly inks in recent years. Additionally, printing on food demands nearly the same level of care. Also, flexible smart ink aids in protecting the content from microbes and offers information on the content’s freshness.

The goal of this research is to develop a novel formulation based on natural resources to be printed on food. For food printing using the screen method, certain organic binders including starch, sodium alginate and Arabic gum as well as natural colors like red beet, black barberry and beetroot were used. To establish the formulation suitable for screen printing, rheological parameters were examined. In addition, to assess the color of the printed inks over 48 h period, samples underwent optical stability testing.

The tape test showed that all inks exhibit good adhesive characteristics. The outcomes demonstrated that cochineal has the highest optical stability among the dyes. Alginates and starch have greater rheological qualities than Arabic gum ink, another reason why it is not a viable choice for screen printing. The duration of color ink relative to time shows the appropriate possibility of using this ink as a sensor.

In general, the substance containing sodium alginate and starch as concentrator and beetroot as dye showed the optimum properties for food printing in this study.