Title: The Digital Learning Tools and Educational Access in Tanzanian Higher Education: The Mediating Role of Academic Staff Digital Competence in Advancing the Mwalimu Nyerere Legacy in Science and Technology
Authors: Sunday Isdory Mkama, Simeon Hazore Mgode
Volume: 9
Issue: 10
Pages: 26-38
Publication Date: 2025/10/28
Abstract:
This study investigates the growing influence of digital learning tools on educational access to higher education in Tanzania, while incorporating the mediating influence of academic staff's digital competence in championing the legacy of Mwalimu Nyerere's advocacy for science and technology for self-reliance and development of the nation. Despite the growing use of digital platforms to support higher education by universities in Tanzania, issues of infrastructure, user training and readiness amongst academic staff still inhibit the possibility for equitable access to digital educational options. The study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The study utilized a cross-sectional research design and quantitative approach which utilized survey questionnaire for data collection from academic staff from different institutions. Data was analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) and tested both direct and mediation effects amongst digital learning tools, academic staff digital competence and student educational access. The study findings indicate that digital learning tools positively support access and staff competence. Results also indicate that staff competence has a significant and positive direct effect on access, independently. Mediation analysis suggests that academic staff digital competence only partially mediates the effect of digital learning tools and access. The findings underscore the role of higher education institutions' capacity as a complement to the investment in the institutional infrastructure when turning a positive effect from technology into inclusive learning opportunities. The study findings suggest that while digital tools are important, the needs to invest in a complement in human capacity is significant. From these findings, the study suggest that Nyerere's vision for technological advancement as an effort for equitable advancement can hold true for higher education as well. The findings contribute to the literature by extending UTAUT into the context of African higher education. These findings have informed future considerations for governmental policy, institutional implementation strategies, and professional development for higher education in Tanzania to be inclusive and sustainable in technology change.