Educational Dimension

Cosmas, J., 2026. Information and communication technology initiatives and digital education: a case study of Tanzania’s policies and strategies. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.1046

The global education system has evolved in a digital society. This study analyses Tanzania's policy and strategic frameworks for integrating digital technologies into the education system to promote digital education. The study was a narrative qualitative research approach. It involved Tanzania as a case study. The findings indicated that the policy and strategic frameworks promoted the integration of technologies in education. The findings also indicated that nationwide technology initiatives promoted digital education by expanding technology facilities and infrastructure, building teachers' capacity, developing digital pedagogical content, and using emerging technologies. The findings further indicated the presence of strengths that promote digital education and challenges that impede it. The study also revealed that the Tanzanian government has committed to addressing present and future digital education challenges. These strategic commitments form the backbone for a comprehensive and sustainable digital education.

Information and communication technology initiatives and digital education: a case study of Tanzania's policies and strategies | Educational Dimension Information and communication technology initiatives and digital education: a case study of Tanzania's policies and strategies Authors Juhudi Cosmas The University of Dodoma https://orcid.org/0000-0002-9704-3554 DOI: https://doi.org/10.31812/ed.1046 Keywords: digital education, initiatives, policy,....

Wolde Roba, S. and Mogashoa, T.I., 2026. Assessment of facilities required for implementation of play-based pedagogy in pre-primary schools in Ethiopia. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.879

The study assessed the existence of materials in implementing play-based pedagogy in early childhood education in Ethiopia. It utilised a mixed convergence approach with a descriptive survey methodology. A total of 427 participants were selected, including teachers, PTA members, principals, experts and coordinators. The instruments were self-constructed questionnaires and interview guiding questions. Descriptive and inferential statistics were used to analyse closed-ended quantitative data, while open-ended qualitative data were narrated. The findings reveal that most private and some public pre-primary school facilitators did not use age-appropriate, mentally stimulating video and audio aids. Resources were scarce, including indoor facilities and play materials. The identified challenge was a shortage of facilities. The study recommended that the woreda education office allocate adequate budgets to primary schools to ensure the required resources are available. Generally, the study highlighted the need to improve preschool facilities to support the effective implementation of play-based pedagogy in early childhood education.

Assessment of facilities required for implementation of play-based pedagogy in pre-primary schools in Ethiopia | Educational Dimension Assessment of facilities required for implementation of play-based pedagogy in pre-primary schools in Ethiopia Authors Solomon Wolde Roba Hawassa University https://orcid.org/0000-0002-1365-7859 Tebogo Isaac Mogashoa University of South Africa https://orcid.org/0000-0001-8126-4056 DOI: https://doi.o...