Browsing by Author "Mbugunde, Neila"

Now showing 1 - 2 of 2

Bridging the digital divide in Tanzanian higher education: A pragmatic assessment of library users’ knowledge and awareness of digital resources in Morogoro universities
(The sub Saharan Journal of Social Sciences and Humanities (SJSSH), 2026) Mbugunde, Neila; M’kulama, Abel C.
The transformative potential of digital library resources (DLRs) in higher education remains unrealized when users lack adequate knowledge and awareness, a challenge particularly acute in Sub-Saharan African contexts where infrastructural and sociology-cultural factors intersect. In Tanzanian universities, despite growing investments in digital platforms, empirical evidence on the actual levels of user knowledge and awareness, and the specific gaps that constrain effective utilization, remains scarce. This study pragmatically assesses the knowledge and awareness of DLRs among library users in five selected universities in Morogoro, Tanzania, employing a cross-sectional mixed-methods design. Data were collected from 150 respondents via structured questionnaires, 10 Focus Group Discussions (FGDs) involving 89 participants, and 16 key informant interviews, with quantitative analysis using IBM SPSS v20 and qualitative data organized thematically. The results reveal critically low levels: only 34.3% of respondents possessed adequate knowledge of DLRs, while awareness levels were even more limited, just 6% were aware of the concept and practices of DLRs, 4.8% could identify specific resources and strategies, and merely 3.5% could accurately describe or explain them. These findings empirically demonstrate a profound second-level digital divide, where access does not translate into capability, and confirm that inadequate knowledge directly predicts poor awareness and underutilization. The study makes a significant policy contribution by showing that socio-demographic factors (age, education level) and institutional support (training frequency) are stronger predictors of DLR engagement than mere physical access, challenging supply-side only interventions. For practice, it recommends mandatory, curriculum-embedded digital literacy modules, structured library sensitization campaigns, and a national framework for continuous ICT skills training for both students and staff. Conclusively, without targeted, sustained educational interventions, investments in digital infrastructure in Tanzanian universities will continue to yield suboptimal returns, perpetuating educational inequality
Library users' practices and engagement in digital library resources (DLRs) in selected universities in Morogoro, Tanzania
(Tanzania Journal of Community Development, 2026) Mbugunde, Neila; M’Kulama, Abel
In higher education, digital library resources (DLRs) are increasingly recognized as vital tools for academic success. Their effective utilization, however, depends not only on availability but also on how users practice and engage with these resources. This study examined library users’ practices and engagement with DLRs in selected universities in Morogoro, Tanzania. A cross sectional survey design was employed, involving 150 respondents through questionnaires, 89 participants in 10 Focus Group Discussions (FGDs), and 16 key informants through interviews. Quantitative data were analyzed using IBM SPSS version 20, while qualitative data were thematically organized in line with the study objectives. Findings reveal that the majority of users (68%) reported moderate engagement with DLRs, while 18% reported high engagement and 14% reported low engagement. In terms of device ownership, most respondents owned between one and three devices, with 62% classified under moderate ownership, 24% under low ownership, and 14% under high ownership. However, chi square tests showed no significant association between device ownership and either self-rated digital literacy or knowledge of DLRs, indicating that ownership alone does not determine competence. Knowledge levels of DLRs were generally limited: 40% reported inadequate knowledge, 26% moderate knowledge, and only 34% adequate knowledge. Similarly, engagement practices did not significantly correspond to higher knowledge levels, suggesting that usage patterns alone do not guarantee deeper understanding. Employment status, however, was significantly associated with engagement, with faculty members more likely to report high practices compared to students and administrative staff. The study concludes that while moderate engagement and ownership are dominant trends, insufficient knowledge and awareness constrain effective adoption of DLRs. It recommends intensified information dissemination, sensitization programs, and targeted training initiatives to enhance users’ understanding and awareness, thereby fostering greater utilization of DLRs and improving academic outcomes