Examining the Barriers to Effective Integration of Digital Technology in Public Secondary Schools: Evidence from Rungwe District, Tanzania

The integration of digital technology in education is increasingly recognized as a means of enhancing teaching and learning outcomes. Despite government efforts to promote Information and Communication Technology (ICT) integration in Tanzanian schools, effective utilization of digital technology remains limited particularly in rural public secondary schools. This study examined the extent of digital technology integration and the barriers hindering its effective use in public secondary schools in Rungwe District, Tanzania. Guided by the Technology Acceptance Model (TAM), the study employed a mixed-methods approach using a convergent research design. Data were collected from 254 participants through questionnaires, semi-structured interviews and classroom observations. Quantitative data were analyzed using descriptive and inferential statistics while qualitative data were analyzed thematically. The findings revealed a low level of digital technology integration, with teachers reporting limited use of digital technology (M = 2.29), low confidence in using digital tools (M = 2.05), and inadequate digital skills (M = 2.05). Key barriers to integration included lack of technical support (M = 4.07), poor internet connectivity (M = 4.04), inadequate digital devices (M = 3.93), insufficient digital training (M = 3.80) and limited administrative support and encouragement for ICT use in teaching. Correlation analysis showed that insufficient digital training (r = 0.246, p = 0.001), poor internet connectivity (r = 0.186, p = 0.010), and inadequate digital devices (r = 0.175, p = 0.016) were significantly associated with technology integration. Multiple regression analysis identified insufficient digital training as the only statistically significant predictor (β = 0.218, p = 0.028). The study concludes that inadequate digital training is the most critical barrier to effective integration of digital technology in public secondary schools. It recommends strengthening teacher professional development programs, improving digital infrastructure and internet connectivity, increasing access to digital devices and enhancing institutional leadership and support systems to promote effective and sustainable technology-enhanced learning in secondary education.