Barriers to effective integration of ICT in secondary education in Tanzania: Perspectives of students, teachers, administrators, and stakeholders

Wiljames Daniel Mmari

doi:10.51867/AQSSR.2.4.63

Authors

Wiljames Daniel Mmari Department of Information Systems, Faculty of Informatics, Institute of Accountancy Arusha (IAA), Tanzania Author https://orcid.org/0009-0003-4813-4868

DOI:

https://doi.org/10.51867/AQSSR.2.4.63

Keywords:

Digital Divide, Educational Equity, ICT Integration, Tanzania Secondary Education, Teacher Training

Abstract

This study explored the obstacles to the successful implementation of Information and Communication Technology (ICT) in Tanzanian secondary schools, with an emphasis on infrastructural, pedagogical, and institutional barriers. The research examined the impact of various obstacles on equitable and sustainable ICT adoption among students, teachers, school administration, and education stakeholders, through the lens of the second-level digital divide theory, the Technological Pedagogical Content Knowledge (TPACK) model, and the capability approach, as articulated by Van Dijk, Sen, and educational stakeholders. The study used a sequential explanatory mixed-methods research design, involving a quantitative survey and qualitative interviews, to provide a holistic analysis of the challenges. The population was 216,468 people in the Tanzanian secondary schools, and the sample consisted of 300 people: 255 students, 30 teachers, 15 administrators, and stakeholders. The study employed purposive and stratified sampling techniques to pick the participants who represent the main subgroups. Descriptive statistics was used to analyze quantitative data, whereas the thematic analysis, based on the methodology of Braun and Clarke, was applied to analyze qualitative data. Results indicated that major infrastructure gaps, like poor internet and electricity connectivity, teacher training, ICT confidence, and institutional support, were significant impediments to educational inequities. It is recommended that the country should invest heavily in infrastructure, continuously develop its teacher capacity, ensure that policy is well enforced, provide technical support, and offer incentives to encourage long-term ICT adoption. These measures are vital towards improving digital equity and improving the quality of secondary education in Tanzania.

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