Challenges and Barriers Faced by Stakeholders in the Implementation of Blended Learning in Temeke Municipality, Tanzania

Abstract

This study investigated barriers to the implementation of blended learning in public secondary schools in Temeke Municipality, Tanzania, using the Technology Acceptance Model (TAM) by Davis (1989), which emphasizes perceived usefulness and perceived ease of use as key determinants of technology adoption. A mixed-methods approach employing a convergent parallel design was used to collect quantitative and qualitative data. Questionnaires were administered to 80 students selected through stratified and random sampling, while in-depth interviews and focus group discussions were conducted with 12 teachers, four school heads, and one District Secondary Education Officer selected purposively. Documentary review supplemented primary data sources. The findings identified several interconnected challenges that undermined effective implementation of blended learning. Limited internet access, caused by high data costs and poor network connectivity, constrained students’ participation in online learning. Unreliable electricity supply frequently disrupted the use of digital teaching tools, while inadequate ICT devices restricted access for both teachers and learners. Insufficient teacher training and professional development reduced pedagogical confidence and competence in integrating digital technologies, compounded by generally low levels of digital literacy among stakeholders. The lack of clear and supportive national and school-level policies weakened institutional commitment and created uncertainty in implementation, while financial constraints limited investment in infrastructure, training, and digital learning resources. Furthermore, socioeconomic disparities among students widened the digital divide, with learners from low-income households facing greater barriers to access. The study concludes that these challenges negatively shaped stakeholders’ perceptions of the usefulness and ease of use of blended learning, thereby limiting adoption and sustainability. While blended learning has strong potential to enhance teaching quality, learner engagement, and access to education, its effective implementation in Temeke Municipality requires coordinated investment in digital infrastructure, reliable electricity, access to ICT devices, continuous teacher capacity building, clear policy frameworks, and targeted measures to reduce economic and digital inequalities