Digital Literacy-Responsive Adult Education in Tanzania: A Systematic Literature Review

Abstract

This systematic literature review examines the integration of digital literacy in adult education in Tanzania. It focuses on peer-reviewed articles, policy
documents, reputable organisational publications and official reports published between 2015 and 2025. It used search engines (Google Scholar, PubMed, and Web of Science) for grey literature; databases such as JSTOR, ScienceDirect, Scopus, ERIC, Wiley Online Library, and MDPI; official government and organisational repositories and websites. Searching terms combined keywords and Boolean operators such as "Digital Literacy" and "Tanzania" and ("Adult Education" and "Tanzania") and ("Digital Literacy in Adult Education" or "Digital Literacy-Responsive Adult Education") and ("Digital Literacy-Responsive Adult Education” or "Integration of Digital Literacy-Responsive Adult Education"). The inclusion criteria included published literature between April 2015 and April 2025; a focus on digital literacy relevant to the Tanzanian context; and discussions of digital literacy on adult education. The exclusion criteria include literature not based on the Tanzanian context; publications without a clear connection to digital literacy and adult education, and publications that are in a non-English language. The findings reveal that Tanzania has made commendable efforts to integrate digital literacy into adult education in terms of curriculum development, policy and strategic frameworks, implementation of initiatives and programmes, training of trainers, partnerships and collaborations, and use of mobile technology. Regardless of such efforts, some research gaps, such as infrastructure and technological access, pedagogical and instructional challenges, policy and strategic planning deficiencies, socio-cultural and psychological barriers, insufficient research on adult learners' needs, and gender disparities in digital access, are noted regarding integrating digital literacy into adult education. This systematic review concludes that digital literacy in adult
education in Tanzania remains underdeveloped, despite growing recognition of its importance in a digital and industrialising economy. Therefore, the policy and future directions for integration of digital literacy into adult education may be based on curriculum integration and framework development, professional development for educators, policy and strategic planning, and addressing the digital divide.