Influence of Demographic Factors on Utilization of Digital Technology in Tanzanian Secondary Schools

The integration of digital technology in education has become a global priority in advancing Sustainable Development Goal (SDG 4) on quality education. However, effective utilization of these technologies is often shaped by demographic factors such as age, gender, class level of students, parents and teachers. This study examined these influences using a phenomenological research design guided by the Technological Acceptance Model (TAM). A total of 417 participants, including students, teachers, and parents, were selected through convenience sampling. Data were collected through questionnaires and unstructured interviews. Findings indicate that gender participation across Forms I–IV was nearly balanced, enabling a gender-sensitive analysis of digital technology adoption. Younger students (Forms I–II) showed minimal preference for digital tools, while older students (Forms III–IV) demonstrated stronger interest due to curriculum demands and examination preparation. Age also influenced adaptability: younger teachers and parents were more supportive of digital integration, whereas older counterparts expressed hesitancy. The study highlights the societal impact of digital learning by bridging educational gaps, equipping learners with digital skills, and fostering a digitally competitive generation. It recommends strengthening digital technological infrastructure, providing continuous professional development for teachers, engaging parents, and systematically integrating digital technology into the geography curriculum. These measures are essential for promoting inclusive, effective, and future-oriented learning in Tanzanian secondary schools.

Digital Technological, Geography Education

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