Abstract: This study investigated the influence of technological advancement towards quality education in higher learning institutions (HLIs) in Arusha city. The study examined the technological advancement in HLIs and determined the application of technological advancement to quality education of students in HLIs. This study was guided by Technology Acceptance Theory. Convergent mixed methods research design was adopted. The target population for this study was 1110 individuals with the sample size of 64 students selected using stratified sampling, while 20 course instructors and 8 technology experts were selected using purposive sampling technique. Data were collected using questionnaires and interview guides. The validity of instruments was determined by the research experts and the reliability(r=0.83) was tested using Cronbach Alpha Coefficient method. Reliability of instrument for collecting qualitative data was done by ensuring its credibility, transferability and dependability, indicating that the instruments were fairly reliable. Data from questionnaires were analysed using descriptive statistics with the help of SPSS-25 and presented in figures and tables. while qualitative data was analysed thematically alongside research questions. Internet connectivity, access to computer laboratories and ICT training were identified as technological advancements in HLIs. In conclusion, application of technology has facilitated easy access to teaching materials, enhanced student creativity, and provided learning opportunities even during pandemics. The study recommends that instructors should actively seek training opportunities to improve their digital literacy and proficiency in using various educational technologies in addition, students should take an active role in utilizing technological advancements for their educational benefit.

ABSTRACT: The purpose of this study was to determine how teachers perceive the advancement of their education. The following aspects were considered: Value of education, challenges faced by teachers while advancing their education including and not limited to: Satisfaction with the current level of education, teachers having more education than other members of staff, lack of family support, teachers have other important projects to attend to, lack of administrative support, lack of support from staff members, those who have joined are no better, too old to be in a class, university education is too stressing. The study used descriptive statistics and comparative design; questionnaires were administered to one hundred and twenty teachers (120) who were present during the period of data collection (64 males and 56 females).The alpha level selected for the determination of statistical significance and hypothesis testing was 0.05.The findings of the study revealed that majority of the teachers fail to advance in their education due to personal, administrative and collegial perceptions.