Abstract: Despite the evidence-based nature of solutions in industrial and organizational (I-O) psychology, its application in the context of Tanzanian public sector higher learning institutions (HLIs) has not been explored extensively. Content analysis, a qualitative method was used for this study to analyse the impact of I-O psychology practices on the performance of organizations in the higher learning institutions in Dodoma, Tanzania. Strategic plans, human resource policies, staff development guidelines, quality assurance reports, annual reports, public sector reform documents have all been systematically analyzed in official documents. Seven themes were identified in the analysis: employee assessment and placement, training and staff development, well-being and counselling in the workplace, employee engagement and motivation, leadership development and organisational culture, performance management and organisational change management. The findings show that there are inconsistent responses in institutional documents regarding the practice of I-O psychology and administration compliance is highly emphasised, while other psychological aspects, like psychometric assessment, employee assistance programmes, engagement surveys and change readiness are not as emphasised. Documented practices are seen to have positive impacts on performance through increased staff competency, decreased turnover, increased motivation, and effective change implementation; however, there are debates about cultural appropriateness of tools that have been imported, ethical issues around confidentiality, and lack of professional recognition of I-O psychologists. There are opportunities to institutionalizing the workplace psychology as a strategic performance function. The study offers practical suggestions for policy makers, institutional leaders and human resource practitioners interested in enhancing the performance of public sector higher education institutions using evidence-based psychological practices.

Abstract: Academic cheating remains a critical challenge to the credibility of higher learning institutions, affecting

Abstract: Learning Management Systems (LMS) are increasingly used in higher education to organize instructional content and improve accessibility. In Tanzania, adoption is growing, but the potential of LMS to strengthen course organization and content accessibility for enhancing teaching and learning remains underexplored. Most prior studies have focused on general adoption, creating a gap in understanding the specific contribution of these functions to academic processes. This study examined the role of LMS in improving course organization and content accessibility in higher learning institutions in Dodoma City. A mixed-method and convergent parallel design was employed, involving 80 respondents (50 students and 30 academic staff) from one public and one private institution. Data was collected through questionnaires, interviews, and LMS platform observation. Quantitative data were analyzed descriptively, while qualitative data underwent thematic analysis. Findings indicate that LMS improves course organization through structured scheduling, centralized resource management, and clear sequencing, while content accessibility is enhanced via downloadable materials, multimedia, and interactive tools. Challenges included inconsistent usage, limited digital literacy, and infrastructural barriers. The study recommends regular training, consistent content updates, and infrastructure upgrades, with further research on the long-term impacts of LMS-enhanced course management on student performance.

Elizabeth Swai – Mwenge Catholic University, Tanzania

Email: winfrida.mbowe@atc.ac.tz/ elizabeth.sing92@gmail.com

Abstract: For the past decade social media usage has tremendously increased. Despite the growth, it is still unclear how the use of social media platforms affects the choice of students in Higher Learning Institutions in Tanzania. Therefore, the mainpurpose of this study was to examine the extent to which factors affecting social media usage in students’ selection of study programs in Higher Learning Institutions. The study was conducted on two higher Learning Institutions namely Moshi Cooperative University (MOCU) and Mwenge Catholic University (MWECAU) located in Kilimanjaro region. The study employed cross-sectional research design. The data collection method employed method used was survey method. The study used the sample size of 357 out of 3333 first year undergraduate students. Furthermore, the study employed multiple linear regression to test for the relationship between variables. The results of the study indicate that facilitative conditions, costs, skills and competence, and social Influence are statistically significant in predicting social media usage in students’ choice/selection of study programs. The study concluded that there is enough statistical evidence to explain the extent to which factor affecting social media usage in students’ selection of study programs in Higher Learning Institutions. Furthermore, the study recommended that the university should strive to expand their operations to multiple social media applications.

Abstract: The aim of this paper was to investigate the Effect of English as a Medium of Instruction on Academic Performance of Students in Civil Engineering in Higher Learning Institutions. A Case of Rwanda Polytechnic, Huye College. Simple random sampling technique was further applied to obtain lectures and students from civil engineering department, making 198 target individuals. The study used a sample of 132 respondents from the sampled department at Rwanda Polytechnic Huye College. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression. The results of the findings indicated that English usage as medium of instruction was more correlated with the performance of students in civil engineering department (r = 0.611; p= 0.000). Multiple linear regression analysis showed that English usage as medium of instruction contributed to 71.9% of variation on the performance, hence plays a vital role in performance of students in Huye College. Additionally, it was further inferred that English usage as medium of instruction increases positive attitudes toward learning other subjects in civil engineering department. The study recommended that lecturers who teach modules in civil engineering, as influential figures in Huye College, consistently utilize only the English language during the teaching process to serve as effective role models for students.

Abstract: This study is entitled “The Social and economic impact of the COVID-19 Pandemic on private higher education in Rwanda.” The purpose of this study is to identify the social and economic impact of the COVID-19 Pandemic on private higher learning institutions in Rwanda. The researchers reviewed the related literature from physical and online documents. This research employed descriptive research design using both qualitative and quantitative approaches. The research adopted purposive sampling technique to determine a sample size of 437 respondents ranged from Students, Staff, and Senior Managers from 26 private HLIs in Rwanda. Data was collected through questionnaire, documentation, and interviews. Primary data were analyzed using SPSS. As results of this study, almost 90% of respondents confirmed that COVID-19 affected the enrolment numbers for both international and local students. Some HLIs, especially local-based ones, reported that this impact would continuously have negative financial consequences over the next 3 to five years. At almost all HLIs, COVID-19 affected teaching and learning activities where 91% of the respondents reported that classroom teaching had been replaced by remote teaching and learning. 100% of HLIs also reported that COVID-19 had affected the planning to carry out exams and it has had an impact on international students and staff mobility at 99% of participating HLIs. As a major recommendation, HLIs should have strategies in place to control future pandemic rather than considering the COVID-19 pandemic as a once-in-a-lifetime crisis.

Abstract: Higher Education institutions are considered the epitome of Knowledge where solutions for the Country’s problems are generated and where inventions, innovations and new ideas are gotten through research. With the coming of covid-19, it is evident that there is a surge of uncertainties pervading all areas of higher learning institutions. This touches on modes of learning, unpredictable financial conditions, student welfare and challenged enrollment. This literature review aimed to find out challenges catalyzing inclusion and access to education in Higher education institutions in Kenya. It further focused on suggested remedies in line with catalyzing change for inclusion and access to higher education during the Covid-19 era. After applying the concept map to the data from the selected studies, five challenges associated with influencing inclusion and access to higher education were identified: Technology, student/learner, Instructor, Financial and Curriculum design. The study revealed that higher institutions are shifting to remote access (virtual platforms), are more inclusive and more accessible to more student population despite being challenged with limitation of resources, uncertainty in enrollment, issues of advising and counseling students, inexperience of staff on the use of learning management systems and unpredictable financial conditions.The study offers suggestions on making education more inclusive and accessible in terms of recognition of interdependence of institutions in public space, awareness of complexity of teachers’ work and community lead learning, digital connectivity and online platform, access to information, affordable internet, reliable connectivity and other ways of protecting the School social space as education is transformed.

Abstract: Social interactions amongst peers were the sole purpose for the invention of social media platforms. Later on, realizing its potential, other sectors embraced the technology and has been strategically used to add value and in the case of Higher Learning Institutions (HLIs), reach learners beyond classroom walls. However, it was not clear enough whether social media is sufficiently utilized for learning as compared to social activities; thus, this research aimed at exploring this dilemma. A review of literature reveals that there is insufficient research done exploring perceptions of students in HLIs regarding their use of social media for learning. A random sample of 250 students from one HLI in Tanzania participated in the study belonging to the following disciplines; Pharmacy, Nursing, Natural and Applied Sciences, Education and Humanities and Commerce and Business Studies. Data was analyzed through SPSS statistical package. A principal finding is that the use of social media for knowledge sharing hasn’t only increased but rather supersedes that for social interactions. Social media is no longer just for relaxation and electronic commerce. Analysis recommends policy makers to formalize the use of social media for academic purposes, improve Information Communication Technology (ICT) infrastructure nation-wide and incorporate ICT subjects in studies from lower levels of education upwards. But most important, Digital Strategies in HLIs is mandatory if any significant impact of technology is intended; not only to support administrative tasks but rather be at the core of the institution’s strategy.