Tanzanian Secondary Schools – Journal of Research Innovation and Implications in Education

Teachers’ Perceptions of Differentiated Instruction in Inclusive Secondary Classrooms in Dodoma, Tanzania

By JRIIE | October 11, 2026

Macklina Emily Komba and Milka OtienoSt John’s University of TanzaniaEmail: macklinee89@gmail.com Abstract: While educators value Differentiated Instruction (DI) for classroom equity, its execution in Tanzanian public secondary schools remains sporadic. This qualitative exploratory case study investigated how teachers perceive and apply DI strategies in inclusive secondary schools within Dodoma City. Data were collected through semi-structured…

Prospects and Challenges of Implementing Curriculum of Learners’ Early Specialization in Tanzanian Secondary Schools Education: Evidence from Stakeholders’ Voices

By JRIIE | March 12, 2026

Shadrack Ernest Mwakalinga Catholic University of Mbeya Email: shadrackmwakalinga@gmail.com Abstract: Education global systems are increasingly reforming to meet twenty-first century demands for employability, skills development, and knowledge acquisition. In Tanzania, one emerging reform is early specialisation in Ordinary level of secondary schools, where learners choose academic pathways earlier than waiting for Advanced level as it…