Bridging the Digital Divide in Africa: Navigating Challenges and Harnessing Opportunities in Tanzanian Higher Education.

• In Event: Roundtable Session 8
  In Refereed Roundtable Session: Safeguarding in a digital society: Opportunities and challenges

Proposal

Abstract:

Digital transformation is rapidly changing the landscape of higher education across Africa, and Tanzania is no exception. This presentation explores the challenges and opportunities that Tanzanian higher education institutions face as they integrate digital technologies into their systems. While digitalization promises to enhance the quality of education, expand access, and align with national development goals, significant barriers persist, including inadequate digital infrastructure, limited Internet access, lack of digital literacy, and insufficient funding for technological upgrades. These significant barriers to digital tools and the need for comprehensive policy frameworks—continue to hinder progress (Helsper, 2021; Arora, 2019). To better understand these challenges, qualitative interviews were conducted with key stakeholders in Tanzanian higher education, including university administrators, faculty, students, and policymakers (Creswell & Poth, 2018). These interviews provided valuable insights into the practical obstacles encountered while implementing digital technologies. Additionally, a review of policy documents and reports assessed the current strategies guiding digital transformation in Tanzanian higher education, offering a nuanced understanding of both institutional and policy-level barriers to integration.
The study reveals that while there is a strong push from the government and international organizations to integrate digital technology into education, many institutions need help to keep pace due to infrastructural and financial constraints. Faculty and students also face difficulties adapting to new digital tools, leading to unequal access to educational resources. On the other hand, mobile technologies and regional partnerships present opportunities to bridge these gaps and create more inclusive educational environments. The findings underscore the need for context-specific policies and capacity-building programs to ensure digital transformation benefits all students and educators.

This presentation concludes with recommendations for fostering a more inclusive digital ecosystem in Tanzanian higher education. It emphasizes the importance of building local capacities, investing in infrastructure, and promoting international collaborations to drive sustainable digital transformation in the country (Mtebe & Raisamo, 2014).

Author

• Maiga Muga, University of Illinois Urbana-Champaign