ICT-Enabled Knowledge Management in Selected Higher Education Institutions in Tanzania
DOI:
https://doi.org/10.33687/ijef.003.04.00154Keywords:
ICT-enabled knowledge management, higher education, Technology Acceptance Model, digital transformation, TanzaniaAbstract
Digital technologies have expanded how universities create, share, store, and use knowledge, yet their institutional value depends on more than access to devices. This study examined stakeholders' perceptions of ICT-enabled knowledge management in selected higher education institutions in Tanzania, focusing on ICT tools and platforms, perceived barriers, environmental support, and human resource capacity. Guided by the Technology Acceptance Model (TAM) and interpreted through broader socio-technical conditions, the study used a mixed-methods, cross-sectional design. Quantitative data were obtained from 350 valid student questionnaires, while qualitative evidence was generated through interviews, focus group discussions, and documentary review. Frequencies and percentages were used for quantitative analysis, and qualitative data were analysed thematically. Although 82.8% of respondents reported that ICT supported their learning mostly or very much, poor internet connectivity (72%), limited ICT resources (65%), and electricity interruptions (56%) remained prominent barriers. Peer support was widespread (76%), whereas regular ICT training was less common (39%). The findings reveal a gap between extensive everyday use of personal and informal digital tools and the institutionalisation of structured knowledge-management practices. Effective ICT-enabled knowledge management therefore requires reliable infrastructure, accessible and interoperable systems, sustained capacity development, and governance arrangements that address data protection, cybersecurity, and responsible use of emerging technologies.
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