Journal of Adult Education in Tanzania

Preliminaries

Prof. Sempeho I. Siafu — 2026-02-10

The Journal of Adult Education in Tanzania (JAET) is a publication of the Institute of Adult Education (IAE). This work is published under a Creative Commons license which enables re-users to distribute, remix, adapt, and build upon the material in any medium or format for non-commercial purposes only, and only so long as attribution is given to the author.

Application of Artificial Intelligence in Adult Education: A Case of Institute of Adult Education, Coast Region, Tanzania

Helena Peter — 2026-02-10

The study examined the application of Artificial Intelligence (AI) in adult education programmes and its influence on undergraduate learners’ academic achievements at
Institute of Adult Education (IAE) in Tanzania’s Coast Region. A qualitative approach with case study design was adopted involving 15 participants (10 undergraduate students, 4 lecturers, and 1 Resident Tutor) selected purposively based on their experiences with AI tools in teaching and learning. Data were collected through in-depth interviews that were later analysed thematically. Findings revealed that IAE is employing AI technologies to enhance both academic effectiveness and overall institutional performance. Despite its strength, usage of AI at IAE faces several challenges including shortage of skilled professionals capable of effectively deploying the technology to support learning, inadequate technological infrastructure and high cost of internet bundles required for learners to access and utilize AI-based platforms. The study recommends that government should establish a specialized training framework on AI and related technologies, aimed at raising awareness and enhancing competencies among both students and lecturers. It is also recommended that there is a need for government and private sector share the responsibility of collaborating to strengthen the infrastructure required to improve internet
accessibility and ensure effective use of AI technologies in facilitating education at IAE.

Psychosocial Challenges and Coping Mechanisms of Teen Student Mothers Re-Admitted in Non-Formal Secondary Education Centres in Coast Region, Tanzania

Bernadetha B. Kapinga — 2026-02-10

This study sought to assess psychosocial challenges and coping mechanisms of teen
student mothers re-admitted in non-formal secondary education centres in Coast
region, Tanzania. Given the nature of the problem under study, qualitative approach
incorporating case study design was adopted to guide this study. A purposive sampling technique was used to select thirty-two teen mothers from three non-formal secondary education centres. The interview was conducted to generate qualitative data. Data analysis followed a thematic approach. The recorded interviews were transcribed verbatim and repeatedly read to facilitate immersion in the data. Coding, categorisation, and theme development were conducted iteratively using constant comparison techniques. The final themes were presented narratively and supported with direct quotations from participants to enhance credibility and illustrate key findings. The study findings indicated various psychosocial challenges facing teen student mothers re-admitted in non-formal secondary school centres. They reported to be mocked, embarrassed, and insulted by their teachers, own family members and peers. To cope with aforesaid psychosocial challenges, teen student mothers adopted different mechanisms such as seeking social support, managing their time well, and encouragement from friends and teachers. The study recommends non-formal secondary education centres to provide counselling services to teen student mothers to help them deal with their psychosocial challenges.

Contribution of School Quality Assurance Services on Public Secondary Schools’ Academic Achievements in Nyamagana District, Tanzania

Tyson B. Charles — 2026-02-10

This study investigated the views of stakeholders on the contribution of school quality assurance services to the academic achievements of public secondary schools in Nyamagana district, Tanzania. It employed a qualitative research approach with a
descriptive research design. Purposive and random sampling techniques were used
to select a sample of 40 respondents, including School Heads, Head of School Quality
Assurers, School Academic Coordinators, and students. Data collection tools included interviews and focus group discussions. The findings indicated that school quality assurance services contribute to improved academic performance among students in public secondary schools. It was reported that implementing quality assurance enables a consistent assessment of teaching and learning strategies, enhances accountability among teachers and school administration, provides professional development opportunities for teachers, fosters a better learning environment, and provides positive feedback to teachers. It was concluded that SQA services are necessary to facilitate consistent assessment of teaching and learning strategies that contribute to improved academic performance among students in public secondary schools. The study recommends that government and public secondary schools should prioritize quality assurance services to enhance students'
academic performance in public secondary schools.

An Investigation into the Challenges Faced by ODL Students in Iringa, Tanzania

Camilius Abel Mwila — 2026-02-10

This study investigated the challenges faced by students pursuing their studies through Open and Distance Learning (ODL)in Iringa, Tanzania. It employed a qualitative research approach guided by a phenomenological research design. The target population comprised the Regional Resident Tutor, the Director of the Open University of Tanzania (OUT), instructors, and ODL students, from the Institute of Adult Education and the Open University of Tanzania, Iringa Branch. The sample consisted of 42 participants: 10 instructors, 30 ODL students, one Regional Resident Tutor, and one Director of OUT. Purposive and simple random sampling techniques were used. Data were collected through interviews and focus group discussions and were analysed thematically. The study identified several challenges, including inadequate study time, poor customer care, financial constraints, family responsibilities, and the remoteness of many learners’ locations due to insufficient ODL centres in the region. Additional challenges included limited employer and managerial support and inadequate infrastructure. The study concluded that instructors should adopt friendly, reliable, and effective approaches to deliver learning materials. Furthermore, the government, through school heads and relevant authorities, should create a supportive environment by allowing teachers to pursue further studies in a timely and flexible manner and by providing both moral and
material support. Basing on the findings and conclusion made, it is also recommended that the government through the Institute of Adult Education increase the number of ODL centres in rural areas to enhance face-to-face and online learning interactions between students and tutors. Additionally, the Higher Education Students’ Loans Board (HESLB) should extend loan opportunities to students enrolled in ODL programmes.

Reflections on School-Based Teachers’ Continuous Professional Development Practices: A Case Study of Selected Primary Schools in Hai District in Kilimanjaro, Tanzania

Anathe R. Kimaro — 2026-02-10

This qualitative study explores the practices and perceptions surrounding school-based Teacher Continuous Professional Development (TCPD) in primary schools within Hai District, Kilimanjaro, Tanzania. With a commitment from the Tanzanian government to enhance teacher competency and improve learning outcomes through TCPD, this research addresses three key questions: (1) Is there any school plan and structure for TCPD implementation? (2) What is the attendance level of teachers in school-based TCPD? And (3) What is the perception of primary school teachers on school-based TCPD? The study had a sample size of 38 participants. An interview and a focus group discussion were used to collect information. Thematic analysis revealed that the surrounding TCPD annual plans reveal significant gaps in implementation and engagement across schools. While some sampled primary schools have made strides in developing structured TCPD plans, many either lack a plan altogether or fail to execute their existing plans effectively. Findings also
indicate that more than half of teachers exhibit a positive attitude towards school-based TCPD. The study concluded that while a significant portion of teachers expressed willingness to participate in these sessions, the data indicate that attendance rates are affected by various challenges, primarily the demands of teaching loads and time constraints. Consequently, the perception of teachers towards TCPD is generally positive; however, practical constraints undermine the effective implementation of these programs within the school setting. It was recommended that schools should actively involve teachers in the development and planning of the TCPD annual plans. It is crucial to align TCPD activities with the specific needs and contexts of each school.

Learner Centred Methods within the Constraints of Shortage of Instructional Resources and Facilities in Itigi District, Tanzania

Titus K. Kawishe — 2026-02-10

This study examines the implementation of learner-centred methods (LCMs) within the constraints of shortage of instructional resources and facilities in Itigi District, Tanzania. The study employed qualitative approach with multiple case study design. Purposive and simple random sampling procedures were used to obtain data from 31 respondents. Data were collected through interviews and focus group discussions.
Data from interviews and focus group discussions were analysed by content analysis.
The findings show that with the use of LCMs students increase the morale of studying and confidence, hence raises their ability to grasp the intended knowledge. The findings also disclose that the major cause of shortage of instructional resources and facilities is lack of funds for buying gears for LCMs like books, computers, projectors, and printers. Moreover, the findings indicated that respondents view LCMs as pedagogically effective approaches; nevertheless, they underscored the importance of sustained and rigorous supervision to enhance the fidelity of their implementation. Furthermore, teachers should be trained to improve their ability to apply LCMs in an effective way; and increase of funds by schools as highly recommended. The study suggests that it is worthwhile to ensure that all key educational stakeholders play their roles, without which good teaching methods will always remain on papers. The study concludes that the application of LCMs in secondary schools is apparent and important, but there should be a serious improvement for better results from these methods.

Antecedent Factors Influencing Adult Learners’ Entrepreneurial Intention at Institute of Adult Education in Tanzania

Mbowe Ramadhani Kabung’a — 2026-02-10

This study examines the antecedent factors influencing adult learners’ entrepreneurial intention (EI) at the Institute of Adult Education in Tanzania. Guided by the Theory of Planned Behaviour (TPB), it examines the effects of personal attitude (PA), subjective norms (SNs), and perceived behavioural control (PBC) on EI. Adopting a quantitative research approach grounded in the post-positivist paradigm, data were collected through a structured questionnaire from 245 respondents selected via convenience sampling from a population of 1,726 adult learners enrolled in entrepreneurship modules. Structural Equation Modelling (SEM) using AMOS 20.0 was applied to test the hypothesised relationships. The findings revealed that personal attitude had a direct, positive, and statistically significant effect on EI (β = 0.368, CR = 3.212, p < 0.05). Conversely, subjective norms (β = 0.124, CR = 4.021, p = 0.201) and perceived behavioural control (β = –0.342, CR = 3.321,p > 0.05) exhibited no significant influence on EI. These results suggest that strengthening entrepreneurial intention among adult learners requires addressing positive attitude towards entrepreneurship among students through experimental learning and showcasing entrepreneurial success stories, initiatives for promoting entrepreneurial attitude development, practical incubation facilities as well as prevailing values and beliefs that shape personal attitudes towards entrepreneurship.
The study offers valuable implications for curriculum development and policymakers, highlighting the need for an attitude-focused approach that integrates practical and technical elements to strengthen entrepreneurial mindsets and innovation capacity among adult learners in Tanzania.

Evolving Societal Needs Driving Lifelong Learning Initiatives in Tanzania: A Systematic Literature Review

CRN Charles Raphael — 2026-02-10

This systematic literature review examines societal needs which drive lifelong learning (LL) initiatives in Tanzania. It collects information from reliable sources like academic articles, government reports, and policy papers; using databases such as Google Scholar, JSTOR, ScienceDirect, Scopus, ERIC, Wiley Online Library, MDPI, official government and organisational repositories and websites. Searching terms combined keywords and Boolean operators such as "LL" and "Tanzania" and ("societal needs" or "LL initiatives") and ("LL” or "social change"). The inclusion criteria included published literature between May 2015 and May 2025; focus on LL relevant to the Tanzanian context; and discussions of evolving societal needs and LL initiatives. The exclusion criteria include literature not based on Tanzanian context; publications without a clear connection to evolving societal needs and LL initiatives; and publications that are in Non-English language. The revealed societal needs driving LL are workforce development, promoting adult literacy and poverty reduction, promoting digital literacy and inclusion, supporting marginalised groups and gender equality, and government commitment and policy support. The review recommends for continuous initiatives of LL in Tanzania with consideration of evolving societal needs through strategic investments, policy reforms and stakeholder collaboration.

Assessing Representation and Learning About Women’s History in Two Museums in Osun State, Nigeria

Adejoke Clara BABALOLA — 2026-02-10

This study focused on the different types of documentation about women’s history in museums in Osun State, Nigeria. It identified the types of documentation available about women in the museums; assessed how women were represented in museums documentation; examined how museum visitors considered the representation and
identified the types of learning that took place among museum visitors. The population for this study consisted of all museum workers and visitors to the two Federal Museums in Osun State namely: Natural History Museum, Ile-Ife and National Commission for Museums and Monuments, in Osogbo, Osun State Nigeria.
Convenient sampling technique was used to select 16 curators and 14 museum visitors from the two museums. Data for this study were collected using interview guide. Findings revealed that there were several documentations about women’s history in museums in Osun State that presented women as women of substance and some that detailed the achievements of heroines in Nigerian societies. Findings also showed that some women were presented as weak, some were viewed as traitors, some as wicked and others as helpers/subordinates to men. The study recommends among others, that as museums hold a significant potential in showcasing the significance of women in history and promoting gender equality, curators should present historical women carefully in order to shape discourse around women representation versus their achievements, and thus foreground the value of their heroic contributions to human history.

The Role of Code Switching and Code Mixing in the Teaching and Learning Process at the Institute of Adult Education, Mwanza Campus, Tanzania

Alfredina Fredinand — 2026-02-10

This qualitative study explores the pedagogical role of code-switching and code-mixing in multilingual adult education classrooms at the Institute of Adult Education (IAE) Mwanza Campus, Tanzania. Drawing on the Linguistic Interdependence Hypothesis, the research examines how these linguistic practices enhance comprehension and learning in contexts where English is the medium of instruction, but Kiswahili serves as learners' dominant first language. Data were collected via semi-structured interviews with 8 facilitators and 42 students, alongside non-participant observations of 10 classroom sessions. Thematic analysis revealed that code-switching and code-mixing are used primarily for clarification, translating technical terms, and fostering inclusivity. Findings indicate these practices promote knowledge transfer from L1 to L2, reduce cognitive load, and improve engagement, aligning with recent evidence from multilingual African contexts. Recommendations include integrating bilingual strategies into teacher training and developing multilingual curricula to support adult learners in similar settings.

Enhancing Online Teaching Practice through Universal Design for Learning: A Faculty Professional Development Case Study in Adult Learning Contexts

Kahenya, N.P.1 — 2026-02-10

This qualitative case study examines how faculty engaged with and applied Universal Design for Learning (UDL) principles through a professional development workshop series at Africa Nazarene University, Kenya. Fifty-two faculty members participated in the initiative, and data were generated through reflective feedback and focus-group dialogue, complemented by a small set of descriptive survey indicators. Using an inductive approach, the study collected data through open-ended survey questions, analysing responses through descriptive statistics (frequency and percentage analyses) and thematic analysis using Kirkpatrick's Four-Level Training Evaluation Model. The findings reveal that collaborative peer feedback cycles increased faculty confidence in implementing UDL principles and demonstrate how a systematic analysis of participant feedback can inform targeted professional development initiatives. The study provides a framework for using evidence-based continuous improvement strategies to enhance workshop design and learning outcomes in higher education settings. These insights contribute to the growing research on data-driven approaches to faculty development and inclusive learning design.