Perceived Challenges of ICT-Supported Knowledge Management in Tanzanian Higher Education Institution

Abstract

The integration of information and communication technologies (ICTs) into knowledge management (KM) is essential for effective knowledge processes in higher education; however, significant barriers continue to hinder optimal use in many African contexts. This study examines perceived barriers to ICT adoption and their impact on KM effectiveness in Tanzanian universities, applying the Technology Acceptance Model (TAM) as its analytical lens. A cross-sectional, mixed-methods design was employed, combining quantitative survey data from 350 students with qualitative insights from interviews, focus group discussions, and document reviews involving institutional stakeholders. Descriptive findings indicate that weak internet connectivity (72%), limited ICT infrastructure (65%), and frequent electricity disruptions (56%) were the most prevalent barriers, alongside outdated systems, inadequate technical support, and low digital competence. To test the relationship between barriers and KM effectiveness, a chi-square test of goodness of fit was conducted, revealing a statistically significant difference in the distribution of reported barriers, χ²(6, N = 350) = 412.57, p < .001. Poor internet connectivity and limited access to ICT resources were particularly predominant and exerted the strongest influence on KM outcomes, supporting H₁ that perceived barriers significantly affect KM in Tanzanian higher education institutions. The findings indicate that these barriers reduce both perceived usefulness and perceived ease of use, slowing ICT adoption and encouraging reliance on informal alternatives, such as WhatsApp. The study recommends coordinated investment in ICT infrastructure, digital literacy programs, responsive technical support, and institutional ICT governance to enhance KM practices, foster innovation, and strengthen Tanzanian universities’ role in global knowledge networks.