Perceptions of Adult Learners Regarding the Use of Digital Technology in Accessing Education in Tanzania
DOI:
https://doi.org/10.53449/6qbqs105Keywords:
adult learners, digital divide, digital technology, educational access, TanzaniaAbstract
This study examined adult learners’ perceptions of the use of digital technology in accessing education in Tanzania. Guided by the Digital Divide Theory, the study explored how digital technologies facilitate or constrain participation in adult learning. Using a qualitative case study design, data were collected via semi-structured interviews (n=46), focus groups, and observations. Thematic analysis revealed that digital technologies, including mobile phones, online learning platforms, and social media applications enhanced access to adult education by increasing flexibility, reducing travel costs, improving access to learning resources, and strengthening communication between learners and facilitators. Participants further reported that digital technology supported learning continuity beyond the classroom and enabled them to balance educational, work, and family responsibilities. However, several barriers limited effective utilization of digital technologies, including poor internet connectivity, high costs of devices and data bundles, inadequate technological infrastructure, and limited digital literacy skills. Observational data further revealed a gap between learners’ positive perceptions of digital technology and their actual access to digital resources, highlighting persistent inequalities in digital learning opportunities. The study concludes that although digital technology offers significant opportunities for expanding access to adult education in Tanzania, its transformative potential is constrained by continuing digital inequalities. The study recommends increased investment in digital infrastructure, affordable internet services, digital literacy training, and supportive policy frameworks to promote equitable access to technology-enhanced adult education.
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