Competency-based curricula and technology
Game changers for literature subjects in secondary schools in Arusha city, Tanzania
DOI:
https://doi.org/10.32674/3yqn3z42Keywords:
Curricula, competency-based curriculum, literature in English, technology, secondary education, TanzaniaAbstract
This study examines the impact of competency-based curricula (CBCs) and technology on teaching and learning literature in English among secondary schools in Arusha, Tanzania. Critical thinking, creativity and student participation were not much promoted in the traditional teacher-centered practices of Tanzania's education system. The introduction of CBC addressed this challenge by promoting a learner-centered approach emphasizing skills and competencies required in the twenty-first century. A mixed-methods approach was adopted in the present study to collect data from both instructors and students at various schools through surveys, interviews and classroom observations. The findings reveal that CBCs increases student engagement and participation in English literature by motivating students to develop critical analytical skills through active learning. Thereafter, technology integration including digital resources, online platforms and multimedia tools, significantly enhances the educational curriculum by providing diverse text material and encouraging an interactive learning atmosphere. The study also emphasizes the need for professional development of instructors and adequate technological infrastructure. Overall, the results of this study reveal that when a competency-based curriculum is integrated with technology, it makes the literature in English education more interesting, dynamic, resourceful and successful, preparing students for the globalized digital world.
References
Alvermann, D. E., & Black, R. W. (2021). Digital literacies and adolescent readers. Journal of Literacy Research, 53(1), 3–23
Applebee, A. N., & Langer, J. A. (2019). Teaching literature in the age of digital media. Research in the Teaching of English, 54(1), 9–33.
Barrett, H. C., & Knezek, G. (2020). Digital portfolios in higher education: A review of research. International Journal of ePortfolio, 9(1), 1–14.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brown, J. S., & Green, T. D. (2022). Educational technology, media, and materials: An introduction. Pearson.
Brown, L., & Green, M. (2022). Technology in the 21st century classroom. Academic Press.
Chen, Y., & Wang, L. (2022). Competency-based assessment in language learning: A systematic review. Language Learning & Technology, 26(2), 1–20.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage Publications.
Dalton, B., & Smith, R. (2021). Creating with technology: Digital storytelling and literacy practices. The Reading Teacher, 75(3), 321–330. https://doi.org/10.1002/trtr.201
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Educational Psychologist, 55(2), 93–120. https://doi.org/10.1080/00461520.2019.1655994
Imel, S., & Brown, L. (2023). Teacher professional development for competency-based education. Journal of Teacher Education, 74(4), 456–470. https://doi.org/10.1177/00224871231114382
Johnson, L., Adams, S., & Cummins, M. (2022). Horizon report 2022: Teaching and learning edition. EDUCAUSE.
Kopcha, C. J., & Mouza, C. (2020). Teacher technology integration: A review of research. Review of Educational Research, 90(3), 397–430. https://doi.org/10.3102/0034654320933546
Lee, J., & Kim, S. (2023). The impact of gamification on student engagement in online language courses. CALL-EJ, 24(1), 1–18.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Means, B., Murphy, R., & Singh, M. (2019). The effectiveness of online learning: A meta-analysis of research from 2000 to 2018. Journal of Research on Technology in Education, 51(4), 449–469. https://doi.org/10.1080/15391523.2019.1663548
Miller, S. M., & White, C. (2021). Literacy and technology: Current issues and future directions. Routledge.
Miller, S., & White, T. (2021). Integrating technology in humanities education. International Journal of Educational Technology, 14(4), 301–315.
Mills, K. A., & Rowsell, J. (2020). The Routledge handbook of digital writing and technologies in education. Routledge.
Ministry of Education and Vocational Training. (2018). Education and training policy. Government Printer.
Ministry of Education and Vocational Training. (2018). Education sector development plan. Dodoma, Tanzania: Author.
O'Donnell, C., & Obura, A. (2022). Implementing curriculum reform in low-resource contexts. International Journal of Educational Development, 90, 102578. https://doi.org/10.1016/j.ijedudev.2022.102578
Patrick, S., Worden, C., & Goertz, M. E. (2021). Competency-based education: Driving personalization and equity. Jobs for the Future.
Selwyn, N., & Jandrić, P. (2020). Postdigital education: Critical perspectives on the future of learning. Springer. https://doi.org/10.1007/978-3-030-41904-5
Tanzania Institute of Education. (2019). Competence-based curriculum for secondary schools. Tanzania Institute of Education.
Tanzania Institute of Education. (2019). Framework for competency-based curriculum implementation. Dar es Salaam, Tanzania: Author.
Tashakkori, A., & Teddlie, C. (2010). Mixed methods in social and behavioral research (2nd ed.). Sage Publications.
UNESCO. (2020). COVID-19 and education: Four principles to guide the education response. UNESCO.
United Republic of Tanzania [URT]. (2020). Tanzania education sector development plan 2020/21–2024/25. Ministry of Education, Science and Technology.
Warschauer, M., & Ware, P. (2019). Technology and language learning: An introduction. In S. Thorne & S. May (Eds.), Language, education and technology (pp. 1–13). Springer. https://doi.org/10.1007/978-3-030-02899-5_1
World Bank. (2023). Digital skills and connectivity in Tanzanian schools. World Bank.
Zhang, Y. (2021). Teacher preparedness for technology integration in developing countries. Journal of Technology and Teacher Education, 29(3), 321–340.
Additional Files
Published
Issue
Section
License
Copyright (c) 2026 Guneet Kaur Cheema, Mohd Aarif Rather, Vandana Aggarwal, Showket Ahmad Mandloo, Anagrolia Faustino
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
