Readiness for Smart Learning Transformation in the Selected Higher Learning Institutions in Tanzania

Abstract

The transition to smart learning is accelerating globally, including in Tanzania, where higher learning institutions are gradually shifting from traditional to technology-enhanced learning. This study examined the readiness of higher learning institutions in Tanzania for smart learning transformation. A cross-sectional design with a quantitative approach was adopted. Using stratified sampling, 375 students were selected, of whom 349 completed structured online questionnaires distributed via Google Forms. Data were analyzed using IBM SPSS version 20. The findings indicate that while internet connectivity is generally available, its performance remains unsatisfactory. A positive relationship (r = 0.308) was found between internet reliability and the frequency of using digital academic resources. The study also identified the presence of smart classrooms, although some are non-functional. Findings further indicate that most students demonstrated high proficiency in using smart learning tools, with a significant relationship between gender and tool usage (r = 0.163, p < 0.01). However, the integration of digital library services into smart learning platforms is still incomplete. Overall, the study concludes that higher learning institutions in Tanzania are ready for smart learning adoption, though key improvements are required. It is therefore recommended that institutions strengthen technological infrastructure, particularly by ensuring stable and high-performance internet connectivity. Additionally, institutions should increase the number of fully functional smart classrooms and prioritize the comprehensive integration of digital library services into smart learning platforms to enhance flexible and efficient access to academic resources.