International Journal of Education and Development using ICT

International Journal of Education and Development using ICT > Vol. 21, No. 2 (2025)

Drivers and Barriers to Digital Transformation in Universities in Tanzania Post-COVID-19 Pandemic

Joel S Mtebe, Mwalimu Nyerere University of Agriculture and Technology
Rose Upor, University of Dar es Salaam
Christina Raphael, University of Dar es Salaam

Abstract
The COVID-19 pandemic pushed universities around the world to quickly adopt digital learning methods, leading to a faster shift towards digital transformation in higher education. In Tanzania, as in many sub-Saharan African countries, this shift revealed both new opportunities and ongoing challenges. This study explores how universities in Tanzania have transformed digitally after the pandemic, using the Technology–Organization–Environment (TOE) framework. Data were collected from 19 universities through surveys, Learning Management System (LMS) usage reports, and review of policy documents. The findings show that while most universities have adopted LMS platforms and improved internet connectivity, the use of these systems remains basic. Universities that already had e-learning strategies and had trained their staff before the pandemic were better prepared and used digital tools more effectively. On the other hand, universities without such preparations faced difficulties, including limited use of systems and resistance from staff. National efforts, such as the Higher Education for Economic Transformation (HEET) project, the TCU e-learning guidelines, and the National Digital Education Strategy (2024–2030), have proved to be enabling factors. However, issues such as the lack of clear policies on Open Educational Resources (OER) and differences in how universities implement digital learning remain. The results offer useful lessons for policymakers and university leaders in Tanzania and similar contexts.

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