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Teachers' digital competency in using digital lesson content for teaching and learning in secondary schools in Zanzibar

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Vol. 10 (2024)

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Articles

Teachers’ digital competency in using digital
lesson content for teaching and learning in
secondary schools in Zanzibar

Ali Juma Hamad[0009-0002-7775-4655],
Placidius M. Ndibalema[0000-0002-9119-4255],

and Kulwa Yohana Matalu[0009-0005-6214-2826]

University of Dodoma, 1 Benjamin Mkapa Rd, 41218 Iyumbu, Dodoma, Tanzania

[email-masked], [email-masked], [email-masked]

https://www.udom.ac.tz/staff/staffprofile?id=VDBSalBRPT0=,
https://www.udom.ac.tz/staff/staffprofile?id=VG5wQk1nPT0=

Abstract. Teachers’ digital competence has been emphasised for
improving quality education at all levels worldwide. In Zanzibar, the
educational policy adopted digital lesson content (DLC) for teaching
and learning in ordinary secondary schools. The study investigated the
teachers’ digital competence and factors that affect their use of DLCs
for teaching and learning. One fifty-four (154) secondary school teachers
from Wete district were given 5-point Likert Scale questionnaires.
Inferential and descriptive statistics were used to analyse the collected
data with the help of SPSS version 25. The study found that the
teachers’ digital competence is high for using it in teaching and learning.
Also, it was observed that the digital competence of the teachers was
significantly associated with their attitude and in-service training. The
paper concludes that using DLCs in third-world countries takes work.
However, it is possible if the government and private sectors, such as
NGOs, invest seriously in secondary school levels. Also, it recommends
that responsible leaders distribute digital devices and plan regular
in-service training for teachers on integrating DLCs at secondary schools
to cope with the global vision of 2025. Last, the paper recommends
further study considering a large sample size of secondary schools in
Zanzibar through random sampling techniques.

Keywords: digital lesson contents • digital competence

1 Introduction

The concept of teachers’ digital competence in using digital lesson content has been
emphasised worldwide. In this context, the digital competence of the teacher refers
to the situation where the teacher can integrate DLCs while teaching and
learning to improve students’ learning abilities. This is because pedagogical
digital competence is essential for effective teaching and learning processes
[23, 32]. A study by Cattaneo et al. [6] in Switzerland observed that digital
competence is essential for integrating teaching and learning. It is noted
that teachers’ digital competence does not only involve knowledge and skills,
but it involves the ability to meet complex demands such as instructional
materials, knowledge of the subject matter, communication skills, teaching styles,
assessing students and ability to integrate into the classroom situation [9].
Due to the improvement of science and technology, education policy and
curriculum may adapt to changes to compete in the global economy. Teachers’
digital competence is compulsory because it is among the primary agents of
integrating new curricula. In order to improve the quality of education, our
education system needs to transform the way of teaching from non-digital to
digital.

1.1 An overview on using digital lesson contents for teaching and learning

Teachers’ digital competence in using DLCs as curriculum materials is an inevitable
issue for improving better and more effective teaching and learning [14, 21]. In
various countries such as Spain, Switzerland and Nigeria, the digital competence of
the teachers has been taken as a significant variable for supporting students through a
variety of teaching styles when using DLCs to motivate students in the teaching and
learning process [6, 12, 18]. This implies that effective teaching and learning
through DLCs depends on the teachers’ digital competence in integrating it into
education. Therefore, there is a need to investigate their level of competence in
order to support them and motivate students in the teaching and learning
process.

Despite its significance, the digital competence of the teacher faces many
challenges in various countries for example, in Australia, Europe, Indonesia South
Africa and Ethiopia, the central issue of teachers’ digital competence is hindered by a
shortage of training, teachers’ readiness, as well as poor teaching strategies and
techniques [7, 9, 22, 31]. This indicates that teachers’ digital competence is a serious
challenge, and it needs more consideration. Therefore, this paper intends to
contribute to knowing the level of digital competence and factors that affect
secondary school teachers when applying technologies in education in our
country.

In Tanzania’s mainland, there are various factors that affect secondary school
teachers’ integration of digital technology into their teaching and learning process. For
example, Ndibalema [20] found that teachers need to gain a better pedagogical

competence towards using ICT for teaching and learning due to a lack of readiness,
poor training and poor professional support from school management. Likewise,
Gilbert et al. [11] found that secondary school teachers had low teaching techniques
caused by a lack of training in using digital lessons for the teaching and
learning process. This shows that the teachers’ digital competence is a challenge
that needs more consideration for supporting teachers in the teaching and
learning process to attain the expected learning needs and quality education.
Therefore, this paper was interested in investigating teachers’ digital competence
in using DLCs for teaching and learning in ordinary secondary schools in
Zanzibar.

Various initiatives have been done to support the teachers’ digital competence in
using DLCs in the teaching and learning process to improve the quality of education
outside Tanzania. For example, the European Commission recognised the importance
of life-long learning and identified common teachers’ level of competence framework
known as DigCompEdu [28]. In Spain, educational policies have made evident
efforts to introduce ICT in schools to provide internet access to every student
and every school to adapt to the role of technologies in the 21st century
[19].

In Tanzania, the ICT policy 2007 emphasises the need for DLCs for teaching and
learning to improve education delivery and outcomes to reach Tanzania Vision 2025
[29]. This policy addresses the strategic use of ICT in teaching, learning,
administration, and management. Also, the Tanzanian government introduced policies
like the National Research and Development Policy in 2010 and Big Results Now in
2014 in favour of ICT. However, such initiatives have faced different challenges,
particularly in teachers’ digital competence to integrate it in the classroom situation
due to limited skills [15]. This implies that the teachers’ digital competence in using
DLCs is significant and essential but a complex issue for teachers to integrate into the
classroom. Lack of professional development through in-service training and a clear
framework is a major factor affecting teachers’ competence to integrate it
effectively.

In Zanzibar, the education policy emphasises using digital technologies to improve
the quality of education, and the government distributed smart TVs, projects,
and computers in Unguja and Pemba. Also, it has trained teachers for six
months, two days per week, about using technology for teaching and learning in
Mathematics, Science and English subjects [1, 24]. This revealed a need to
investigate the teachers’ digital competence in using DLCs for teaching and
learning. Therefore, this study was interested in whether secondary school
teachers can integrate DLCs for teaching in ordinary secondary schools in
Zanzibar.

1.2 Research questions

1.

What is the teachers’ digital competence in using DLCs for teaching ordinary
secondary schools?

2.

What are the effects of teachers’ in-service training, age, education
qualification, attitude and working experience on the teachers’ digital
competence when using DLCs for teaching?

2 Theoretical framework

This study was guided by the European Digital Competence Framework for
Educators (DigCompEdu), which identifies 22 specific digital competencies organised
in six areas (figure 1).

Fig. 1: Digital competence of the teachers on using DLCs (adapted from [28]).

Area 1: Professional engagement, area 2: digital resources, area 3: teaching
and learning, area 4: assessment, area 5: empowered learning and area 6:
facilitating learners’ competence [23]. The core of the DigCompEdu framework is
defined by area 2-5. Together with these areas, it explains educators’ digital
pedagogical competence. In digital competence, educators/teachers must
foster efficient, inclusive and innovative teaching and learning strategies.
Areas 1, 2 and 3 are anchored in the stage characteristics of any teaching
process, whether supported by technologies or not. The competencies listed in
these areas give details on how to make efficient and innovative use of digital
technologies when planning (area 2), implementing (area 3) and assessing (area 4),
teaching and learning (area 5), all of which acknowledge the potential of digital
technologies for learner-centred teaching and learning strategies. This area is
similar to areas 2, 3, and 4 in that it contains a set of guiding principles
relevant to and complementary to the competence specified in these areas.
Areas 2, 3, and 4 are essential for this study to determine teachers’ digital
competence in using DLCs to enhance teaching and learning to secondary school
students.

This model has been chosen to guide this study because it emphasises crucial
issues to be considered in measuring teachers’ digital competence standards towards
using DLCs for the teaching and learning process. In this study, secondary school
teachers acted as educators; therefore, the researcher prepared tools for measuring
teachers’ digital competence as identified by this model. This has given the researcher
a picture of teachers’ digital competence to integrate DLCs for teaching and
learning.

3 Methodology

3.1 Research design

The case study design was used in this study because it needs in-depth information
about the teachers’ digital competence in using DLCs for teaching and learning.
Also, the case study allowed the researcher to investigate the issue in the
natural setting [8]. Moreover, a case study is focused on the teachers’ digital
competence in using DLCs in teaching and learning in Zanzibar secondary
schools.

3.2 Participants

One hundred and fifty-four (154) secondary school teachers were purposively selected
from the six selected schools. The seventy-eight (78) were males and the

rest seventy-six (76) were females. The researcher selected Wete District in
Pemba-Zanzibar because secondary schools have been distributed Smart TVs,
projectors and computers and they were trained through Zanzibar Improving Student
Prospects Project [1]. The respondents were given one week to fill out the
questionnaires before they were collected for analysis.

3.3 Research instrument and measures

A 5-point Likert Scale questionnaire was designed and distributed to respondents to
accumulate enough information related to the study’s objective. Also, this instrument
makes it very easy to seek the teachers’ digital competence in using DLCs for teaching
and learning. In order to get the outcome variable related to the teachers’ digital
competence in using DLCs for teaching and learning, 23 Likert scale questions were
asked. The scale ranged from 1=strongly disagree to 5 strongly agree. The mean
composite score was computed from those 23 questions; the score was then
dichotomised into (0=Low attitude, 1=High attitude), and the chi-square
test of association was used to assess the factors associated with attitude.
Those respondents who scored 4 or 5 were considered to have high digital
competence, while those who scored less than four were regarded to have low digital
competence. The independent variables of this study are the social demographic
characteristics of the respondents, which include age in years, attendance in
in-service training, years of using DLCs, teaching experience, and academic
qualification. The overall digital competence was calculated by finding the
mean value of all the questions per each Likert level as described by the
following formula mean = (q1 + q2 + q3 + … + qn)∕n. Eventually, those with a
mean greater or equal to 3 were termed high digital competence, while those
with a mean less than or equal to 2 were termed low digital competence
level.

3.4 Validity and reliability

To ensure validity, questionnaires were evaluated in terms of their language, quality,
and clearness for checking any contributions or duplications. To maintain validity, the
questionnaire was created and shared with three other experts (two from The
University of Dodoma and one from The State University of Zanzibar) to measure the
content before it was administered to the participants. The experts’ opinions were
regarded to improve validity before going to the field. To maintain the reliability of
research instruments, participants from two schools were used to test tools (as pilots)
before collecting data. Also, Cronbach’s Alpha was used to test the internal
consistency, and it was 0.74, which indicates that the questionnaire was reliable. The
researcher considered all the research ethics, such as getting clearance from relevant
authorities, consent, confidentiality, and participants’ freedom before collecting
data.

3.5 Data analysis procedure

The data were analysed by basic descriptive statistics (frequency, percentage, mean
and standard deviation) through a t-test and inferential statistics through the
chi-square test was used to test the association of the variables with the help of SPSS
version 25. The basic descriptive statistics were used to describe the sample and the
characteristics of the respondents.

4 Research findings

4.1 Digital competence of the teachers on using digital lesson contents (DLCs)
for teaching and learning in secondary schools

The study investigated the teachers’ digital competence in using DLCs in teaching
and learning in secondary schools. Table 1 presents the teachers’ responses on
digital competence towards using DLCs in teaching in secondary schools.
The table also contains the overall mean score of each domain. The results
show that most teachers strongly agree (33.12%) on professional engagement.
The mean value of 3.73±1.23 shows that the teachers have a score above
neutral.

Regarding curriculum and assessment, many respondents agree (45.45%).
However, curriculum and assessment have a mean value of 3.50±1.08, meaning they
rely above the neutral value. The majority of the respondents agree (47.40%)
on the learning and teaching of digital lesson content. The mean value of
3.39±1.07 shows that the average respondents replay above the neutral value. The
findings also show that many respondents agree (37.66%) on the application of
digital lesson content. The mean value of 3.54±1.13 on the domain application
shows that, generally, the respondents agree on the application of digital
lesson contents. The findings also show that most teachers agree (38.96%) on
empowering learning. The findings also show that the mean is 3.53±1.17,
which means the respondents agree on facilitating learning. The findings show
that most teachers agree (38.96%) on facilitating learning. The findings also
show that the mean of 3.61±1.16 means the respondents agree on facilitating
learning.

Table 1: Digital competence of the teachers on using digital lesson
contents (DLCs) in the teaching and learning in secondary schools.

Variable

Strongly

disagree,

N (%)

Disagree,

N (%)

Neutral,

N (%)

Agree,

N (%)

Strongly

agree,

N (%)

Mean±Std

Professional engagement

I apply learner-centred
techniques with DLCs

18(11.69)

23(14.94)

21(13.64)

43(27.92)

49(31.82)

3.53±1.38

It supported collaborative
knowledge development

16(10.39)

18(11.69)

23(14.94)

60(38.96)

37(24.03)

3.53±1.38

Overall professional
engagement

10(6.49)

19(12.34)

24(15.58)

50(32.47)

51(33.12)

3.73±1.23

Curriculum and assessment

I can use projectors/smart
TVs for teaching

12(7.79)

23(14.94)

26(16.88)

49(31.82)

44(28.57)

3.58±1.26

Adequate skills to use DLC
everywhere

16(10.39)

29(18.83)

34(22.08)

59(38.31)

16(10.39)

3.19±1.17

I can link the previous
lesson to the current one

19(12.34)

33(21.43)

31(20.52)

47(30.52)

24(15.58)

3.16±1.27

I have skills to relate DLCs
to real-life situations

14(9.09)

22(14.29)

31(20.13)

51(33.12)

36(23.38)

3.47±1.25

Overall of curriculum &
assessment

8(5.19)

23(14.94)

30(19.48)

70(45.45)

23(14.94)

3.50±1.08

Pedagogical (teaching and learning)

The use of appropriate
techniques during teaching

14(9.09)

19(12.34)

26(16.88)

66(42.86)

29(18.83)

3.50±1.20

Using DLCs facilitates
learner-centered learning

16(10.39)

27(17.53)

25(16.23)

65(42.21)

21(13.64)

3.31±1.21

I can integrate DLCs while
teaching

16(10.39)

28(18.18)

32(20.78)

51(33.12)

27(17.53)

3.29±1.25

I
can manage the classroom
while using DLCs

14(9.09)

26(16.88)

23(14.94)

50(32.47)

41(26.62)

3.51±1.29

Ability to supervise group
discussion while teaching

16(10.39)

27(17.53)

31(20.13)

54(35.06)

26(16.88)

3.31±1.24

I have enough confidence
in using DLCs in teaching

25(16.23)

31(20.13)

28(18.18)

44(28.57)

26(16.88)

3.10±1.35

Ability to access and
organise DLCs in teaching

14(9.09)

19(12.34)

31(20.13)

61(39.61)

29(18.83)

3.47±1.19

Overall pedagogy (teaching
& learning)

9(5.84)

27(17.53)

29(18.83)

73(47.40)

16(10.39)

3.39±1.07

Application of digital skills

Ability to choose DLCs for
teaching descriptive
writing

14(9.09)

19(12.34)

31(20.13)

61(39.61)

29(18.83)

3.56±1.21

I have specific knowledge
of using DLCs

11(7.14)

22(14.29)

29(18.83)

54(35.06)

38(24.68)

3.43±1.31

I have adequate basic skills
in using DLCs

17(11.18)

24(15.79)

24(15.79)

51(33.55)

36(23.68)

3.43±1.26

Overall application of
digital skills

7(4.55)

25(16.23)

32(20.78)

58(37.66)

32(20.78)

3.54±1.13

Empowering learning

The use of DLCs supports
students in learning

15(9.74)

24(15.58)

25(16.23)

57(37.01)

33(21.43)

3.54±1.27

I can integrate DLCs into
different subjects

17(11.04)

20(12.99)

25(16.23)

49(31.82)

43(27.92)

3.53±1.32

I can measure to protect
and secure using DLCs

16(10.39)

19(12.34)

30(19.48)

55(35.71)

34(22.08)

3.47±1.25

I understand the context
and use of DLCs

11(7.14)

20(12.99)

31(20.13)

60(38.96)

32(20.78)

3.53±1.17

Overall of empowering
learning

7(4.55)

26(16.88)

24(15.58)

60(38.96)

37(24.03)

3.61±1.16

Facilitate learners digital competence

I attended
in-services training on how
to integrate DLCs

17(11.04)

28(18.18)

33(21.43)

45(29.22)

31(20.13)

3.29±1.28

I can select DLCs suited to
needs and purposes

12(7.79)

21(13.64)

29(18.83)

56(36.36)

36(23.38)

3.54±1.21

Using DLCs improves my
professional development

12(7.79)

23(14.94)

31(20.13)

51(33.12)

37(24.03)

3.51±1.23

Overall, facilitate learners’
digital competence

7(4.55)

26(16.88)

24(15.58)

60(38.96)

37(24.03)

3.61±1.16

Figure 2 presents the categorised domains measuring the competence of the
teachers in using digital lesson contents. The domains were categorised on the overall
mean score, whereby those with a neutral mean and below were termed low, while
those above the neutral value were termed high. All the domains, professional
engagement, curriculum and assessment, teaching and learning, application of digital
skills, empowering learners, and facilitating learners’ majority, were observed to have
a high value.

Fig. 2: Overall results on each domain about teachers’ digital competence on
using DLCs for teaching and learning.

Fig. 3: Overall results about teachers’ digital competence on using DLCs for
teaching and learning in secondary schools.

The mean score of the digital competence domains was calculated and categorised
into two groups. Group one is of the ones who score below three, and they were
termed as Low digital competence. These categories made up 40.26% of all of
the respondents. The rest, 59.74%, was of high digital competence, with
a value above three. This means that many respondents had high digital
competence in using DLCs for teaching and learning. Only 40.26% have a low
digital competence level in using DLCs for teaching and learning in secondary
schools.

4.2 The effects of teachers’ in-services training, age, education qualification,
attitude and working experience on digital competence in using DLCs for teaching
and learning process

The study’s second objective was to determine the effect of in-service training, age,
education qualification, working experience and attitude towards using DLCs for
teaching and learning. A chi-square test was performed to measure the variables
affecting the teachers’ digital competence in using DLCs for teaching. Table 2
presents the findings of the factors associated with competence based on the
chi-square test. From the results, it was observed that competence was significantly
associated with in-service training of the respondents (p=0.0016) and attitude
(p<.0001). Regarding in-service training of the teacher, among teachers with high
competence, a large proportion were those who attended in-service training
(72.37%). It was also observed that regarding the attitude of the teachers,
among teachers with high competence large proportion had high attitude
(98.88%).

Table 2: The effects of teachers’ in-service training, age, education qualification,
attitude and working experience on pedagogical competence in using DLCs for
teaching and learning.

Variable

Low attitude,

N (%)

High attitude,

N (%)

Chi-square

P-value

Age in years

0.5272

0.4678

≤ 35

32 (43.24)

42 (56.76)

36 and above

30 (37.50)

50 (62.50)

In-services training

9.9491

0.0016

Not attended

41 (52.56)

37 (47.44)

Attended

21 (27.63)

55 (72.37)

Years of using digital lessons

0.2885

0.5912

≤ 5

33 (38.37)

53 (61.63)

6 and above

29 (42.65)

39 (57.35)

Teaching experience

0.0220

0.8821

≤ 10

25 (40.98)

36 (59.02)

11 and above

37 (39.78)

56 (60.22)

Academic qualification

1.5213

0.4674

Diploma

17 (33.33)

34 (66.67)

Degree

28 (43.75)

36 (56.25)

Masters

17 (43.59)

22 (56.41)

Attitude

134.2813

<.0001

Low

61 (93.85)

4 (6.15)

High

1 (1.12)

88 (98.88)

5 Discussion

The study found that most teachers have a high digital competence in using DLCs in
teaching and learning due to their high attitude and in-service training with use in
the teaching and learning. The finding of the figure 2 shows that the significant
proposition of 65.58% of secondary school teachers have high competence in using
DLCs for professional engagement. These findings align with UNESCO ICT
competence for teachers who insist on developing lesson plans that incorporate
ICT-support students’ activities to support students’ acquisition of subject knowledge
[28]. Also, the National curriculum framework states that teachers’ standards
should plan and teach well-structured lessons [27]. Furthermore, a study
conducted in Malaysia by Tan and Kiflee [26] directed that teachers in secondary
schools are responsible for preparing lesson plans for each lesson when teaching
in the class. This implies that teachers with little knowledge of preparing
lesson plans automatically make their students lack ability during teaching
and learning. In contrast, the findings of the present study differ from those
generated by the study conducted by Alanazi [4] in Saudi Arabia, which
revealed that those teachers who do not prepare lesson plans while teaching and
learning get a time cost during the lesson as well as their students who fail to
show enough ability to understand the lesson. The study concludes that
integrating DLCs in teaching and learning depends upon the teachers’ digital
competence in professional engagement and other domains, as identified in
figure 2.

The finding of the figure 2 shows that the significant proposition of 60.39% of
secondary school teachers have high competence in using DLCs for implementing
curriculum and assessment in secondary schools. The findings also concur with the
assertion of UNESCO [28] and national curriculum framework [27] state teachers’
digital competence standard must have excellent knowledge of the curriculum
standard for their subject and knowledge of standard assessment strategies. This
indicates that serious actions are needed to improve teacher’s digital competence in
integrating DLCs in classroom situations. Also, these findings support the
education policy of Zanzibar, 2006, which emphasises using DLCs for enhancing
teaching and learning to achieve quality education for all. Therefore, the
paper concludes that the availability of digital devices, infrastructure, and
in-service training may increase teachers’ digital competence in teaching and
learning.

Moreover, figure 2 shows that a large proportion of 57.79% of secondary school
teachers have high digital competence in using DLCs for teaching and learning in
secondary schools. It was expected that from the ICT competence standard for
teachers in Tanzania, teachers should describe didactical teaching approaches
and use of ICT to support learners’ acquisition of school subject matter
knowledge [30, p. 12]. Similarly, the UNESCO ICT competence standard for

teachers emphasises Knowledge Acquisition (KA) and Knowledge Deeping
(KD). The teacher can integrate technologies, tools and digital content to
support teaching through KA. In contrast, through KD, teachers use ICT
to facilitate students to create, implement and monitor project plans and
solve complex problems [28]. Teachers should use ICT technologies in various
classroom situations, including computer laboratories and small group and
individual activities, to ensure equitable treatment for all learners during teaching
and learning. Therefore, findings revealed that the availability of teachers’
digital competence encourages the use of DLCs in the teaching and learning
process.

Furthermore, these findings align with a study by Manyengo [17] in Tanzania
mainland who observed that some primary and secondary schools have technological
devices such as desktop computers, smartphones, printers, photocopiers, projectors
and televisions. Technological devices such as desktop computers, laptops, tablets and
projectors are available in some secondary schools. This implies that the availability
of technological devices, DLCs, and teachers’ digital competence possibly
enhances teaching and learning to secondary school students. However, a study
conducted by Kalinga and Ndibalema [15], Ndibalema [20] in Tanzania
mainland observed that teachers had a low level of competence regarding using
DLCs as a means for teaching and learning. This implies that the teachers’
digital competence is not an easy task for developing countries; therefore,
government and private sectors should distribute digital devices and plan regular
in-service training for secondary school teachers on how to use technology in
education.

The findings from figure 2 show that a large proportion of 58.44% of secondary
schools have high digital competence in applying DLCs as pedagogical tools for
teaching and learning descriptive writing in secondary schools. This corroborates with
UNESCO [28] stating that teachers must have basic hardware and hardware
operations and productivity software, software presentation, browser communication
and management applications. This indicates that the application of DLCs for
teaching and learning determines teachers’ ability in the software presentation and
communication to support students in understanding the lesson. However,
application of DLCs in secondary schools, a study conducted by Ndibalema [20]
and Manyengo [17] in Tanzania mainland observed that some secondary
schools had large numbers of students in the classroom, with adequate use
of digital technology in the classrooms and adequate infrastructures thus
making difficult for application of using digital lesson tools in the classroom
situation. This implies that the government needs to consider these challenges by
addressing teaching and learning problems in ordinary secondary schools using
DLCs.

Figure 2 shows that a large proportion of 62.44% of secondary schools
have high digital competence in empowering learners to use DLCs during
teaching and learning. The findings align with ICT competence standards for
teachers, stating that curriculum learning digital lesson contents suit diverse
learning needs and support learner-centred teaching approach using ICT

and digital lesson contents [30, p. 8]. This means a learner-centred teaching
approach should be emphasised while using DLC for teaching and learning
descriptive writing to address descriptive writing problems in secondary school
students. The availability of DLCs encourages teachers to practice what
they trained. Therefore, there is a need to design more DLCs that support
a learner-centred approach to teaching and learning to secondary school
students.

In addition, figure 2 shows that 62.99% of secondary schools have high digital
competence to facilitate learners’ digital competence. These findings support the
ICT policy in education in Zanzibar, which focuses on broadening access
to education and training opportunities. The actual situation in the field
shows that the policy has been implemented for some secondary schools.
Also, the notational curriculum framework for basic teacher education is
expected to train teachers through Continuous Professional Development
(CPD) to reach competence standards [27]. However, a study conducted in
Tanzania by Kalinga and Ndibalema [15], Manyengo [17] reveals that lack of
professional development through pre-and in-service training leads to low
teachers’ digital competence in using DLCs in the teaching and learning
process. This indicates that the government should allocate pre- and in-service
training on integrating DLCs with special funds to improve its sustainability in
secondary education. Therefore, this paper also implies that DLCs are possible if
the government and private sectors, such as NGOs, invest in our secondary
education.

The findings of the second objective show that the teachers’ high digital
competence is caused by a positive attitude and in-service training on integrating
technology for teaching and learning in ordinary secondary schools. Thus, these
factors influence teachers’ positive attitudes and in-service training on using DLCs. In
Zanzibar, one of the Educational policy statements was “EFA goals direct nations to
enhance teachers status, morale and professionalism because teachers are essential
players in promoting quality education in schools…..and teachers training program
shall be innovative and flexible to accommodate changes” [24, p. 43]. This
revealed that Zanzibar’s education policy identified the necessity of using
DLCs to improve the quality of education by training teachers to use them in
education. Also, these findings align with the study conducted by Ghomi and
Redecker [10] in Germany, which observed that teachers’ experience and attitude are
essential factors as they influence teachers in using digital lesson contents for
teaching and learning. It revealed that teachers’ attitudes are essential for
encouraging him/her to use DLCs in teaching and learning descriptive writing [13].
Therefore, in-service training is needed for all secondary teachers to change
their mindset towards using DLCs for teaching and learning in secondary
schools.

In addition, the current study’s findings are similar to the study conducted in
Tanzania mainland by Ndibalema [20], which observed that in-service training should
be emphasised in the teachers’ colleges. According to UNESCO, effective integration
of ICT in schools and classrooms can transform pedagogy and empower students to

ensure the quality of education. UNESCO has developed an ICT competence
framework for teachers to guide pre-and in-service teachers’ training on using ICT
across the education system [28]. Also, aligning teachers on using DLCs is vital for
improving quality education [5]. This implies that in-service training has been
affecting teachers’ digital competence in terms of using DLCs for the teaching and
learning process. Also, the Zanzibar ICT Policy expects to enable people to use the
huge potential of ICT for teaching, learning, and self-empowerment [25, p. 9]. It gives
the image that the Zanzibar government should emphasise using DLCs in teaching
and learning through pre-services and in-services training for all secondary school
teachers to improve quality and competitive education that fits in the 21st
century.

Again, the study conducted in Nigeria by Adegbola [2] observed that teachers’
digital competence was a key determinant of students’ learning attitudes. Moreover,
the study by Akman [3] in Ankara, Turkey, supported the idea that teachers’ ability
in classroom management created a student-teacher relationship, leading students to
improve their learning process. Also, a study conducted by Karolcík et al. [16] in the
U.K. has shown that the availability of model examples of utilisation of available
digital technologies, innovative approaches and expert teams are among the factors
that affect teachers’ digital competence in using DLCs for teaching. Moreover, a study
conducted in Tanzania’s mainland by Kalinga and Ndibalema [15] found
that male teachers had more competence than female teachers. This implies
that various factors may affect teachers’ digital competence in using DLCs
for teaching and learning in secondary schools. The paper concludes that
in-service training and attitude are major factors that affect teachers’ digital
competence in using DLCs for teaching and learning in secondary schools in
Zanzibar.

6 Conclusions and recommendations

This study investigated the teachers’ digital competence in using DLCs for teaching in
ordinary secondary schools in Zanzibar. It was found that most teachers have high
digital competence caused by positive attitudes and in-service training on using DLCs
for teaching and learning. Therefore, regular in-service training is needed to upgrade
them and improve their attitude and confidence in using it in everyday teaching.
Based on these findings, policymakers, curriculum developers, and other
educational stakeholders should take serious action to improve the quality
of educational practice. Therefore, there is a need for teachers to be aware
and ready to implement curriculum changes in order to cope with the 21st
century. Also, there is a need to develop and improve teachers’ knowledge and
skills to encourage their digital competence in using DLCs for teaching and
learning in ordinary secondary schools. The paper suggests there is time
to initiate regular and enough seminars and workshops on using DLCs to
improve teachers’ cognitive and digital competence for teaching and learning in
secondary schools. This paper recommends that further study consider a large

sample size of secondary schools in Zanzibar because this study used only
schools where smart TVs, projectors and computers were available, and they
were trained to use them. Last, the paper recommends further study using
triangular methods such as questionnaires and observation to add value to the
situation.

Acknowledgements

This paper was partly based on the build-up study data collected for a PhD study in
2023—special thanks to the Zanzibar Loan Board for financial support. Also, the
study would not have been possible without support from the principals, teachers and
students in the six secondary schools in Wete District (Zanzibar).

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Copyright (c) 2023 Ali Juma Hamad, Placidius M. Ndibalema, Kulwa Yohana Matalu

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