Assessment of ICT Integration in Competence-Based Curriculum in Moshi Public Primary Schools

Abstract

This study assessed the integration of ICT in implementing a Competence-Based Curriculum (CBC) in public primary schools in Moshi Municipality, Tanzania. Specifically, the study aimed to determine teachers' perceptions of integrating ICT into their lessons and to examine the challenges they face in this process. A mixed-methods approach was employed, using a convergent parallel design and a sample of 266 respondents. Data were collected through questionnaires and in-depth interviews. Quantitative data were analysed using descriptive statistics with the aid of the Statistical Package for Social Sciences (SPSS), while qualitative data were analysed thematically. The findings revealed that the majority of participants viewed ICT integration in CBC as essential for delivering quality education to pupils. Most respondents reported access to mobile devices (smartphones) with internet and email functionality (75.5%), laptops (67.3%), tablets (61.6%), and desktop computers (60.4%). However, key challenges identified included a lack of ICT facilities (39.2%) and inadequate digital infrastructure (32.2%). The study concludes that although ICT integration is critical for improving the quality of education and achieving Sustainable Development Goal 4, Target 4.1, its implementation in CBC remains limited. Consequently, the provision of quality education is hindered. The study recommends increased provision of ICT facilities and the development of digital infrastructure in schools. Furthermore, it calls for additional research on effective ICT integration in primary education.