User-defined Design Requirements of Intelligent Tutoring Systems: A Qualitative Study from the Perspective of HEI Lecturers in Ghana
Adjei Amaniampong, Joseph Nkyi Asamoah, Bright Frimpong · African Journal of Economics and Sustainable Development · 2025
Intelligent Tutoring Systems (ITSs) offer numerous advantages for educators, such as providing personalized and differentiated instruction for diverse learners, which is a key element in shifting from teacher-centred to student-centred pedagogies. ITSs also help reduce teachers’ workload related to routine tasks, such as grading, providing feedback, and remediation, while promoting lifelong learning and supporting students' careers. Despite these inherent benefits, developing countries like Ghana have yet to realize the full potential of ITS. A significant gap remains in the contextual adaptation and implementation of ITS within Colleges of Education, as users have little to no input in the development process. Most existing ITSs are designed based on Western pedagogical frameworks, which may not align with the curriculum, language preferences, and infrastructural realities of Ghanaian higher education institutions. This study explores user-defined design requirements for ITS from the perspective of lecturers at Ghanaian Colleges of Education. Using a qualitative research approach, data were collected through semi-structured interviews with fifteen lecturers from three institutions: Offinso, Kibi, and Berekum. The results show that ITS design should align with pedagogical goals, include multilingual and culturally responsive features, support adaptive learning, and integrate seamlessly with existing educational technologies and Learning Management Systems. The implications of these findings for ITS developers, policymakers, and teacher educators are discussed, particularly in relation to the specific needs of higher education in developing countries.