Challenges in developing Information and Communication Technology (ICT) curricula for instruction and learning: An analysis of Kibaha District, Tanzania

https://doi.org/10.51867/scimundi.5.2.6

Authors

Keywords:

Barriers to Education, ICT Curriculum Implementation, ICT Infrastructure, Secondary Schools, Tanzania, Teacher Training

Abstract

Information and Communication Technology (ICT) has become a key driver of educational change throughout the world, enriching teaching and learning as well as facilitating administration processes. ICT not only updates the delivery of education, but also fosters digital literacy and skills that have become indispensable for successful learning in 21st-century employment and citizenship. Despite the various initiatives by Tanzanian government and development partners on mainstreaming Information Communication Technology (ICT) in schools, successful adoption of ICT curriculum at secondary education level is still a great challenge particularly to rural areas like Kibaha district. As such, this study aims at exploring the particular challenges for ICT curriculum implementation in Kibaha District to generate suggestions that can inform both local and national policy and practice. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), this study assessed the challenges of ICT integration in secondary schools. The paper relied on descriptive survey. The study population included heads of school, teachers (ICT as well as other subject teachers), and students drawn from three public secondary schools in Kibaha District, Tanzania; purposefully selected. A sample size of 113 was taken from this population, which included: 3 heads of school, 15 teachers and 95 students. Students were selected using stratified sampling and the headmasters and teachers were selected using purposive sampling. Data were collected through structured questionnaires, semi-structured interviews, and observations. Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed using descriptive statistical methods. Findings revealed unstable electricity supply, poor ICT resources, insufficient in-service training, and poor timetable integration. The study recommends strong government support, ICT training for teachers, curriculum revision, and robust public-private partnerships to enhance ICT integration in schools.

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Published

2025-08-16

How to Cite

Ndanu, J. M. (2025). Challenges in developing Information and Communication Technology (ICT) curricula for instruction and learning: An analysis of Kibaha District, Tanzania. SCIENCE MUNDI, 5(2), 65–74. https://doi.org/10.51867/scimundi.5.2.6

Issue

Vol. 5 No. 2 (2025): Jul-Dec 2025

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Articles
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Copyright (c) 2025 Jacquiline M. Ndanu

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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