Challenges Facing the Competence-Based Approach to the Teaching of Chemistry among Undergraduates in Developing Economies: A Case Study of Tanzania Higher Education Institutions

Ochieng O Anthony – Lecturer, Faculty of Science, Department of Life Sciences, Chemistry Unit, Zanzibar University

Soud Hamad Ali – Lecturer, Faculty of Arts and Social Science, Education Department, Zanzibar University

https://orcid.org/000-0002-1463-5280 – WEB of Science: AFK-9191-2022

Email: d_norbatus@yahoo.com/ soudhamad82@yahoo.com

Abstract: This study examines challenges facing the adoption and effectiveness of the Competence-Based Approach (CBA) in the teaching of undergraduate chemistry within developing economies, with a specific focus on higher education institutions in Tanzania. As universities in Tanzania shift towards learner-centred pedagogies, CBA is intended to strengthen scientific inquiry skills, promote real-world problem solving, technological advancement and improve practical competence among chemistry students. However, evidence across these institutions of higher learning reveals significant variation in implementation quality. This paper synthesizes recent empirical studies, policy documents, and institutional reports to explore the opportunities and challenges influencing CBA integration. Apart from gains made in chemistry education, this study have realized among the major constraints are inadequacy in laboratory and practical infrastructure, technological competency which relates effective use of digital tools, simulations and molecular modeling software to enhance student engagement and visualization of complex chemical processes, social and communication competency which encompasses the ability to communicate scientific ideas clearly, lack of collaboration, lack of industrial attachment , maintaining a positive and inclusive classroom environment, and persistent reliance on theoretical examination-driven instruction. Despite these barriers, emerging innovations such modularized curricula, research-based learning, and industry-linked practical demonstrate potential for strengthening chemistry education outcomes. This study highlights critical gaps and proposes strategic interventions to enhance CBA delivery within resource-limited environments. The study recommends systemic support, sustained capacity building, and alignment between instructional practices, relevant industrial attachments, pedagogic assessments, and professional expectations towards achieving competency.