Abstract: This study assessed the integration of digital literacy in universities’ curricula and its implication for career readiness among universities students in Arusha region. The specific objectives were to assess the extent to which digital literacy is integrated in universities curricula for student’s career readiness and to investigate the contribution of digital literacy in enhancing universities’ students’ career readiness and employability skills. Technological Pedagogical Content Knowledge guided the study. A mixed-methods design was employed. The target population of 1204 included four universities with 1,000 third-year students, 200 course instructors and four digital literacy experts. A sample size of 124 was selected comprising of 100 students, 20 course instructors and four digital literacy experts. Simple random and purposive sampling techniques were used to select respondents. Data were collected through questionnaires and interview guides. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. Validity was ascertained through content validity and reliability was tested and coefficients of 0.82 for course instructors and 0.73 for universities students’ questionnaires was generated using SPSS version 25 confirming the reliability of instruments. Findings revealed that digital literacy enhances students’ ability to work with technological tools in their chosen field. The study concluded that digital literacy should be effectively integrated into universities’ curricula to better prepare students for career readiness and employability. It is recommended that universities should invest in most current digital tools and course instructors should put efforts in teaching process that is practical and based on effective digital literacy training.

Abstract: This study assessed the relevance of university curriculum to the labour market demand in Arusha Region, Tanzania. The objectives were to: examine the shortcoming of various aspects of universities curricula to labour market demand and determine the strategies to enhance Universities Curricula to the labour market demand. Human Capital Theory guided the study. The study adopted convergent mixed methods design. Interview guide and questionnaires were used to collect data from respondents who consisted of 60 postgraduate students, 12 lecturers and 10 employers selected from a population of 350. Cronbach Alpha reliability correlation coefficient for postgraduate students’ questionnaire after the pilot study was, r =0.799 while qualitative instruments were confirmed through cross-validation among different data collection methods. Quantitative data were analysed using descriptive statistics in the SPSS Version 25. Results were presented in form of tables of frequencies, percentages and means. Qualitative data were thematically analysed using thematic coding. Findings revealed that there is limited financial assistance, inadequate ICT materials and insufficient industry engagement. Additionally, the strategies include integrating practical experiences, establishing clear guidelines for funding virtual learning projects, and fostering industry partnerships. The study concluded that there is need to establish industry advisory boards to provide continuous input on curricula development, ensuring it meets current market needs. Incorporate project-based learning and real-world problem-solving into the curricula to develop practical skills. The study recommends that universities should place a stronger emphasis on entrepreneurship education to better prepare graduates for starting their own ventures that would contribute to economic growth.