Exploring the Economic Barriers in the Intersection of Openness, Technology, and Equity in Tanzanian Higher Education

Abstract

This study explores the role of Technology in Education (TE) and Openness in Education (OE) in contributing to Equity in Education (EE), while highlighting economic barriers that continue to constrain access, inclusion, and digital participation within Tanzanian higher education. A quantitative survey design with a sample of 115 university graduates was selected through simple random sampling to ensure representativeness. Data were collected using a structured questionnaire measuring three constructs. Analysis followed a multi-stage approach. Exploratory Factor Analysis (EFA) using Maximum Likelihood extraction established the factor structure, supported by KMO and Bartlett’s test, with items below 0.40 loadings excluded. Confirmatory Factor Analysis (CFA) assessed model fit using indices such as Chi-square/df, RMSEA, GFI, CFI, TLI, and SRMR. Finally, PLS-SEM was conducted in SmartPLS, appropriate for exploratory models and small samples. Findings reveal that TE has a strong positive direct effect on EE and OE. Moreover, OE significantly mediates the relationship between TE and EE. Despite these benefits, the persistent high cost of technology, connectivity, and digital learning resources threatens to widen inequality. This research emphasises the dual role of technology, offering pathways toward equity while simultaneously creating new forms of financial exclusion. The study recommends economic interventions to reduce digital costs, expand public investment, and promote sustainable financial models that support openness and equitable digital access.