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All Journal Journal of Education and Teacher Training Innovation (JETTI)
Mwila, Prospery Mwansa
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Education

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Bridging Policy and Practice: ICT Tools and Instructor Support in Adult Education Centers in Coastal Tanzania Kivaria, Binuru; Mwila, Prospery Mwansa
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.243

Abstract

The integration of Information and Communication Technology (ICT) in adult education is widely recognized as a critical driver of inclusive learning, instructional effectiveness, and lifelong skills development. Despite supportive national policies in Tanzania, evidence suggests that the translation of these policy intentions into practice within adult education centers remains uneven. This study examined the availability of ICT tools and the nature of instructor support services in adult education centers in the Coastal Region of Tanzania, with the aim of understanding how policy commitments are reflected at the implementation level. A mixed-methods approach within a cross-sectional research design was employed. Quantitative data were collected through structured questionnaires administered to 40 adult learners and 16 instructors, while qualitative data were obtained through semi-structured interviews with 4 adult education center coordinators and direct observations using checklists. Descriptive statistical analysis was conducted using IBM SPSS, while qualitative data were analyzed thematically. The findings indicate that while basic infrastructure such as electricity and limited internet connectivity is generally available, critical ICT tools including computers, projectors, and printing equipment are insufficient and unevenly distributed across centers. Both instructors and learners demonstrated positive perceptions of the usefulness of ICT in teaching and learning; however, actual integration of ICT into instructional practices was irregular. Instructor support services, particularly training, mentoring, and technical assistance, were found to be inconsistent and largely inadequate. These gaps contribute to a disconnect between ICT policy aspirations and classroom realities. The study underscores the need for targeted investment in ICT infrastructure, sustained professional development for instructors, and strengthened institutional support mechanisms to enhance effective ICT integration in adult education settings
Enhancing Chemistry Learning through Digital Platforms: Teachers’ Practices and Students’ Engagement in Morogoro Secondary Schools, Tanzania Willy, Faraja; Mwila, Prospery Mwansa
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.244

Abstract

The study examined the influence of digital learning platforms on students’ understanding and application of Chemistry concepts in public secondary schools in Morogoro, Tanzania. It aimed to explore the types of digital platforms employed by teachers, assess the extent of their classroom integration, and evaluate their effects on students’ learning outcomes. A mixed-methods approach was used, combining questionnaires, interviews, lesson plan analysis, and classroom observations. Data were collected from 52 students, 10 Chemistry teachers, and school administrators across selected schools. Findings revealed that while teachers demonstrated high awareness of digital learning platforms and frequently used them during lesson preparation, classroom integration remained inconsistent. Students reported partial exposure, with only 52% observing the use of digital tools during lessons. Teachers predominantly relied on user-friendly resources such as YouTube educational channels and national online platforms (Shule Direct, TIE, Mwalimu Plus), whereas sophisticated Learning Management Systems were minimally utilized. Observations and student feedback highlighted positive effects of digital platforms on conceptual understanding, problem-solving, visualization of abstract concepts, engagement, motivation, and collaborative learning. Challenges included limited infrastructure, unreliable internet, inadequate technical support, and underutilization of advanced digital tools. These findings align with the Technology Acceptance Model (TAM) and TPACK framework, emphasizing the need for both perceived usefulness and ease of use, along with pedagogical integration, to optimize digital learning. The study recommends enhancing infrastructure, providing continuous professional development, promoting LMS adoption, and fostering institutional policies that support systematic digital integration in Chemistry instruction to maximize learning outcomes.
Towards a Pan-African Kiswahili: Strategies for Linguistic Expansion and Continental Integration Kalume, Victor Mpoyo; Mwila, Prospery Mwansa
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.247

Abstract

Kiswahili is one of Africa’s most widely spoken indigenous languages and holds growing significance as a symbol and instrument of Pan-African integration. Spoken by more than 200 million people and recently recognized as a Continental Working Language of the African Union, Kiswahili possesses unique potential to facilitate political cooperation, socio-economic development, and cultural unity across Africa. This study examines evidence-based strategies for the sustainable expansion of Kiswahili beyond its traditional East African stronghold to the wider continent. Employing a qualitative systematic literature review guided by the PRISMA framework, the paper synthesizes scholarly research, language policy documents, and regional integration frameworks related to language planning, education, digital media, and Pan-Africanism. The findings identify six interconnected pillars essential for Kiswahili’s continental growth: legal and policy recognition, education and teacher training, curriculum harmonization, media and digital dissemination, cultural diplomacy, and economic integration. While East Africa demonstrates high levels of institutionalization and everyday use, Central and Southern Africa show growing adoption through education and media, and West and North Africa remain in early stages of engagement. Persistent challenges include the dominance of colonial languages, shortages of trained teachers, uneven digital infrastructure, and concerns over linguistic diversity. The study argues that Kiswahili should be promoted as a complementary African lingua franca rather than a replacement for indigenous languages. The paper concludes that coordinated political commitment, sustained investment, and Pan-African institutional collaboration are necessary to position Kiswahili as a functional, modern, and unifying language capable of advancing Africa’s integration agenda and cultural renaissance.
Co-Authors Kalume, Victor Mpoyo Kivaria, Binuru Willy, Faraja