Pedagogical Adaptation in Higher Learning Institutions During the COVID-19 Pandemic in Tanzania

Abstract

This chapter presents pedagogical adaptation in higher learning institutions (HLIs) during the pandemic in Tanzania. The study employed a phenomenological research design under the qualitative research approach. Twenty-four respondents, including university lecturers and students from five selected universities, participated in the study. Data collection used an unstructured interview guide. Data analysis employed content and thematic analysis methods. The findings revealed that universities employed different pedagogical approaches such as online learning, lecturing in small groups, and extending the timetable. Institutions supported pedagogical adaptation by building academic staff capacity to use online platforms and providing necessary facilities. Further, the main challenges were the digital divide among students and limited skills for both students and teachers to manage online learning. Future studies should investigate how programmes that require practical sessions such as engineering, agriculture, and vocational education implemented pedagogical innovations.