https://orcid.org/0000-0002-0520-8607

Email: ifeoluwa.akinduro@aaua.edu.ng

Adeoti Aderotimi Oluwasesan – Government Technical College Owo, Ondo State, Nigeria

Abstract: With increasing complexity of modern electrical and electronic industries, there is a strong demand in the industry for the universities to produce graduates who have competencies required by the industry in response to its evolving needs. To connect academic preparation with workplace needs, strategic approaches have come to light in the form of university-industry partnerships (UIPs). That said, there is a varying and context-specific grasp of the models of partnerships that are used, especially in Electrical and Electronics Technology Education (EET). This systematic review documents the most common partnerships models between universities and industry that are relevant to EET programmes based on 78 peer-reviewed articles, institutional reports and policy documents published between 2015 and 2024. The review follows PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, and seven basic models of partnerships are identified: cooperative education, industrial attachment/ internship schemes, joint research and development partnerships, curriculum co-design, technology transfer and spin-offs, industry advisory boards, and sponsored chairs and endowments. Results show that in developed economies curricular co-design and joint research and development models are those most likely to lead to employability of graduates, while in Sub Saharan Africa, the cooperative education and industrial attachment models are the most commonly used. Bureaucratic rigidity, issues with intellectual property rights, monetary challenges and cultural misalignment are recognized as common challenges in all models. The paper ends with a suggested integrative framework and practical suggestions for university decision makers, industry and education policymakers.

Zamzam I. Nyandara – Department of Educational Foundations, Adult and Distance Education, Open University of Tanzania

Jesse Lukindo – Department of Curriculum and Instructions, Open University of Tanzania

Email: wilgisndunguru01@gmail.com/ masatuzamzam@yahoo.com/ jesse.john@out.ac.tz

Abstract: This study explored pedagogical practices in Tanzanian secondary schools through a systematic review of empirical evidence published between 2020 and 2025. The study aimed to examine teaching approaches, learner participation, classroom interaction, assessment practices, ICT integration, and challenges affecting the implementation of competency-based pedagogy in secondary education. The review was guided by Constructivist Learning Theory, which emphasises active learner participation, collaboration, and knowledge construction through social interaction. A systematic review design guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was employed. Relevant studies were obtained from academic databases, including Google Scholar, ERIC, ResearchGate, Science Direct, and Springer. A total of 168 studies were initially identified, and after screening and eligibility assessment, 28 empirical studies were included in the final synthesis. Data were analysed using thematic synthesis techniques. Findings revealed that teaching in Tanzanian secondary schools remains predominantly teacher-centred, despite curriculum reforms that promote learner-centred and competency-based pedagogy. Most teachers continue to rely on lecturing, note dictation, memorisation, and examination-oriented instruction, while participatory teaching approaches are inconsistently implemented. The review further identified overcrowded classrooms, inadequate teaching resources, insufficient teacher preparation, limited ICT infrastructure, and examination pressure as major barriers affecting effective pedagogical implementation. The study concludes that successful implementation of competency-based pedagogy requires strengthened teacher professional development, improved educational infrastructure, assessment reforms, enhanced ICT integration, and supportive learning environments. The study recommends increased investment in educational resources, continuous teacher training, reduction of class sizes, and alignment of assessment systems with competency-based educational goals.

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.