Abstract: This study investigated institutional training opportunities supporting smart technology integration in selected private chartered universities in Kenya. Specifically, it examined the adequacy of institutional training programmes, their influence on lecturers’ and students’ ability to integrate smart technologies, and institutional practices that promote continuous professional development. The study employed a concurrent mixed-methods approach using descriptive, comparative, and correlational research designs. Quantitative data were collected from lecturers and students using structured questionnaires, while qualitative data were obtained through interviews with Deputy Vice Chancellors (Academic Affairs), Directors of Quality Assurance, and Heads of Information and Communication Technology (ICT), complemented by classroom observations and document analysis. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed thematically. The findings indicate that institutional training opportunities moderately support smart technology integration. Students generally perceived training programmes positively, whereas lecturers expressed concerns regarding the frequency, relevance, continuity, and practical orientation of professional development initiatives. Interview findings further revealed that although universities recognize the importance of digital capacity building, financial constraints, limited ICT personnel, and competing institutional priorities hinder the implementation of continuous training programmes. The study concludes that institutional training is a critical determinant of sustainable smart technology integration and recommends institutionalizing continuous professional development, strengthening technical support services, increasing investment in faculty development, and establishing structured monitoring mechanisms to enhance digital transformation in private universities.

Abstract: This study investigates the relationship between Information and Communication Technology (ICT) factors and academic performance among NTA-Level 4-5 Certificate students specializing in ICT at Arusha Technical College, Tanzania. While substantial investments have been made in ICT infrastructure across Tanzanian technical colleges, empirical evidence regarding their specific impact on student outcomes remains limited, particularly within the competency-based National Technical Award (NTA) framework. Employing a multivariate regression analysis, this research examines five key ICT dimensions: access to digital resources, frequency and type of ICT use, quality of institutional ICT support, digital literacy skills, and pedagogical integration by instructors. Data were collected through a structured questionnaire administered to 210 certificate students, combined with their actual module scores from four core ICT courses. Results from an Ordinary Least Squares (OLS) regression model indicate that pedagogical integration by instructors (𝛽 = 0.382, 𝑝 < 0.001) and student digital literacy (𝛽 = 0.291, 𝑝 < 0.01) are the strongest positive predictors of academic performance. Interestingly, frequency of non-academic ICT use showed a significant negative relationship ( 𝛽 = −0.164, 𝑝 < 0.05 ), while basic access to infrastructure was not a significant predictor when other factors were controlled. The model explains 47% of the variance in academic performance (Adjusted 𝑅 2 = 0.47). The findings suggest that for NTA-Level 4-5 certificate programs, strategic focus should shift from mere infrastructural provision toward enhancing instructional practices and developing higher-order digital competencies that align with Tanzania’s technical and vocational education objectives.

Abstract: The digital transformation of higher education has made digital literacy an essential competence for both educators and students. This systematic literature review synthesizes current research (2022–2025) to examine how digital literacy is conceptualized, developed, and integrated within higher education contexts. Guided by the PRISMA framework, 44 high-impact studies from the Scopus database were analyzed through the proposed Teaching Digital Competences (TDC) Framework, which organizes digital literacy into four dimensions: Digital Knowledge and Access, Pedagogical Design and Innovation, Ethical and Critical Engagement, and Reflective and Adaptive Practice. Findings reveal that while digital competence levels are generally moderate, significant disparities exist across institutional, disciplinary, and socio-economic contexts. Digital knowledge serves as a foundational element, but its effective translation into pedagogy requires intentional instructional design, supportive ecosystems, and ethical considerations. The integration of immersive technologies, AI tools, and collaborative platforms shows strong potential to enhance student engagement and higher-order thinking. However, challenges related to equity, cognitive overload, and ethical use of digital tools remain pressing concerns. The review concludes that sustainable integration of digital literacy demands coherent institutional strategies, contextualized professional development, and a shift toward viewing digital competence as a dynamic, reflective practice rather than a static skill set. This paper contributes a structured framework to guide future research, policy formulation, and pedagogical innovation in digitally evolving higher education landscapes.