Research Articles (FSS-Edu)

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Assessing the effect of curricula variation in mathematics teacher education on teaching competency
(Journal of Research and Development (MJRD), 2023) Kihwele, Jimmy E. ; Mgata, Fred
Curriculum development processes at universities are decentralized, resulting in varying subject-matter mastery levels among graduates. The paper examined the effect of teacher education curricula variation on mathematics teachers’ competencies. The study employed a case study design with 18 mathematics teacher graduates from nine teacher education institutions working in the Manyara region. The study used in-depth interviews, open-ended questionnaires, and documentary review methods to collect data. The findings revealed that despite mathematics teachers’ mastery of the subject matter, their competence slightly varied in some topics. There are mismatches between courses at different universities and topics in secondary schools that affect teaching competencies among teachers. Decentralized curriculum development at teacher training institutions results in dissonant curricula that produce different qualities in teachers. Despite various capacity-building mechanisms, teachers inadequately elevate their competencies. The study recommends the development of compulsory modules across teacher education institutions to reflect secondary curriculum requirements
Classroom support for students’ digital literacy skills for learning in Tanzania’s public universities
(Development in Practice, 2022) Nalaila, Stephano ; Wawire, Violet; Mugo, Peter G.P
This paper explores classroom support for students’ acquisition of digital literacy skills for learning at the University of Dar es Salaam and Sokoine University of Agriculture in Tanzania. The paper contains qualitative data collected through questionnaires and informal discussions. The study found limited classroom support for students’ digital literacy skills for learning because instructors are not prepared for it. Teaching activities that instructors implement do not reflect the attributes of digital literacy skills students should possess. Therefore, the paper challenges universities to mainstream students’ digital literacy skills and train instructors to assume the skills support role
Economics of climate change adaptation in smallholder rice production systems in Wami-Ruvu basin, Tanzania
(taccire, 2014) Mugula, Victoria Jovin
The aim of this study was to assess the economics of climate change adaptation in smallholder rice production systems. The study covered three smallholder rice production systems including irrigation, rainwater harvesting system and upland rainfed rice systems in Mvomero and Morogoro rural Districts. The specific objectives were: (i) To assess the perceptions of farmers on climate change impacts in different rice production systems, (ii) To analyse the determinants of rice productivity and profitability on land; (iii) To estimate the impact of climate change on net revenue from rice enterprise under different emission scenarios and iv) To estimate the costs and benefits of adaptations strategies in different rice production systems. The data for this study were collected using a structured household questionnaire that was administered to a random sample of 150 households composed of equal sub-samples from the three rice production systems. Descriptive and quantitative methods were used to analyze the data. Likert scale, an average production function based on Ordinary Least Square (OLS) estimation approach, Regression-based prediction and cost-benefits analysis were used in data analysis. Results indicated that smallholder farmers were aware of the impact of climate change by contributing to crop infestation and diseases, higher food costs and low yields. Irrigation was identified as the most preferable adaptation having higher net present value of Tshs 12 491 951/ha followed by rainwater harvesting Tshs 2 665 769 /ha and rainfed Tshs 1 199 253/ha. The cost-benefit ratios were 1.22; 1.14 and 1.16 in irrigated, rainfed and rain water harvesting systems, respectively. Therefore, the government and other private institutions should invest more in irrigation as it tends to boost up production during drought period or when there is low rainfall.
Effects of contract farming on production and income of sunflower farmers in Kongwa district in central agricultural zone of Tanzania
(Mzumbe University, 2015) Mpeta, Daniel Fabiano
This thesis undertakes to explore the effects of farming contracts on technical efficiency of production and incomes of smallholders in Kongwa District. Of great interest in the study is fact that, farming contracts examined involve sunflower crop, a low value crop which does not belong to conventional crops considered to be ideal crops for contract farming. Most contract crops as described in Prowse (2012) are often those which exhibit higher net return per hectare of land than staples; have high degree of perishability and require product homogeneity in their production, high hygiene, and safety requirement at the end market. They are crops such as vegetables, fruits, flowers, ornamentals, condiments and spices whose transactions costs in spot market are usually high (Temu&Temu, 2005; Prowse, 2012). Sunflower does not have such characteristics. It is an easy to grow crop, an indispensable edible crop, with low perishability and with many buyers. Econometric modeling is used to determine the contract effects on productivity and income of sunflower farmers. Considering contract farming as a governance form between smallholders and agri-business firms, the study uses a value chain approach to examine the role of contracting firms in coordination of trade relationships. A cross-sectional data set of 400 small-scale sunflower farmers in Kongwa District and chain survey data covering 7 sunflower processing firms based in Dodoma and Singida practicing contract farming are used. Results show that participating in contract farming lead to an average increase in technical efficiency of a farmer by 4.5 - 7.4 percent. Contract participation also increases land productivity of a famer.The expected output per acre of contract farm is 24% higher than non-contact farm. Similarly, contract farmers realize positive income effects from sunflower production. Results also show that innovativeness of firms and collaborations with Local Government Authorities, are a key to contract farming success. Promotion of contract farming could be done by e.g. providing improved services to contract firms and farmers such as by supporting the availability of improved seeds, and creating conducive contract farming laws and regulations.
Exploring students' perceptions of moodle as a tool for enhancing transformative learning in a rural university in Tanzania
(International Journal of Distance Education and E-Learning (IJDEEL), 2025) Mustapha, Almasi; Machumu, Haruni; Kalimasi, Perpetua
This study examines students’ perceptions of Moodle as a tool for enhancing transformative learning in a rural setting. Specifically, it aims to examine students' ability to access and utilise the platform, identify challenges they face when using the Moodle LMS, and quantify their perceptions of the features offered by the system. Employing a quantitative approach, data were collected from 1,412 rural university students in Tanzania. The data were analysed using descriptive statistics and the Relative Importance Index (RII) to rank the challenges associated with using Moodle LMS. The study revealed that a vast majority of students (96.8%) at the rural university have used Moodle LMS, primarily via their smartphones. While students appreciated the platform's flexibility for learning anytime and anywhere, the unavailability of learning materials within the LMS was the most significant challenge, followed by issues with self-enrollment, as indicated by the RII. Despite these challenges, 63% of students perceived Moodle as user-friendly and reported positive experiences. Although Moodle facilitates easy access to learning resources and supports self-directed learning, instructors need to provide updated materials and engage students in collaborative activities to foster transformative learning.
Factors influencing the implementation of the lesson study approach in pre-service teacher education in Tanzania
(Gitaya centre for Academic Research and dissemination(G-CARD), 2023) Kihwele, Jimmy E ; Mwamakula E N
Teachers' education programs inadequately produce highly knowledgeable and competent teachers to support quality education. The situation necessitates plans to ensure the availability of systemic and continuous teacher professional development. This study explored factors influencing the implementation of lesson study in pre-service teacher education for continuous professional development. The data collection involved observation of classroom teaching with 72 students and Indepth interviews that purposively. selected ten respondents from the class. Analysis involved content analysis. The findings show that collaboration and teamwork among pre-service teachers influenced the implementation of lesson study in a positive way while time requirement, negative perception and their seclusion behavior affected it negatively. The lesson study approach benefits pre-service teachers in igniting innovative and creative pedagogy compared to block teaching practices. The study recommends that future studies should consider the improvised solutions to existing challenges to enable the systemic implementation of lesson study in pre-service teacher education programs for professional development.
From policy to practice: Inclusion, exclusion, and the gendered realities of school re-entry programme for teenage mothers in Tanzania
(INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH, 2026) Nalailaa, Stephano; Massawe, Hanifa
This study explored teenage mothers' narratives on challenges and resilience in alternative secondary education pathways (ASEP). ASEP refers to flexible secondary-level education arrangements delivered through dedicated centres that offer modular and non-formal pathways for learners who are unable to attend mainstream schools, including teenage mothers. The study employed a qualitative perspective, integrating attachment, identity, self-efficacy, and critical race theory. It involved seventy (70) teenage mothers from purposively selected ASEP centres in Morogoro, Mwanza, Mara and Singida, using interviews, questionnaires and documentary reviews. The study revealed that most teenage mothers felt that parenthood strengthened their schooling commitment but faced stigma and self-doubt due to parenting duties. Some legal and systemic barriers limit educational participation, predicting further exclusion from sustainable economic growth. Recommendations push for flexible schedules, modular curricula, and alternative learning pathways to accommodate teenage mothers' parenting responsibilities, and data-driven frameworks for monitoring ASEP's.
Impacts of parental involvement in school activities on academic achievement of primary school children
(International Journal of Education and Research, 2015) Kimaro, Anathe R & Machumu, Haruni
The study explores the extent of parental involvement in school activities and its relationship with schooling process among primary school children. Parental involvement questionnaire and children academic questionnaire with two rating scales each were administered to 288 children and 125 teachers from six primary schools. The study found a positive significant relationship between parental involvement in school activities and children’s academic standing (r =.766, p<.01) and the provision of key school items related to schooling outcomes (r =.733, p<.01) respectively. Parents-teacher conferences and parent-teacher face-to-face contacts were perceived to be desirable modes of communications that impacts children’s school academic achievement.
Influence of leadership styles on teachers' job satisfaction: A case of selected primary schools in Songea and Morogoro Districts, Tanzania
(International Journal of Educational Administration and Policy Studies., 2014) Machumu, Haruni J & Mafwimbo, Kaitila M.
This study reports on the kind of school leadership style that best suits for promoting teachers' job satisfaction in primary schools in Tanzania. The study employed cross sectional research design with samples of 200 teachers from 20 selected primary schools in Songea and Morogoro districts. Interviews, documentary analysis and questionnaires were used to collect data. The data were analyzed both qualitatively and quantitatively using tables, frequencies and percentages. It was found that the democratic leadership style was the most dominant in best performing primary schools. It is therefore suggested that there is much to be learnt with democratic leadership style as a copying strategy in least performing primary schools. Moreover, level of teachers' job satisfaction was reportedly high in best performing schools compared to least performing schools. The findings commended that democratic leadership style is the one which promotes high teachers' job satisfaction among teachers in primary schools
Investigating students' perceptions of cognitive presence in relation to learner performance in blended learning courses: A mixed-methods approach
(Electronic Journal of e-Learning, 2020) Almasi, Mustapha; Zhu, Chang
Cognitive presence sustains the learning community through intellectual discourse. Previous studies have explored cognitive presence using mainly quantitative measures in relation to students' perceived learning. This study adopts a mixed-method approach to investigate students' perception of cognitive presence, its relationship with academic performance, and its manifestation in blended learning courses in selected Tanzanian universities. The study adds empirical evidence about the emerging blended learning courses. A total of 351 students were involved in the study. The findings show that students reported a high cognitive presence (mean = 3.9, SD = 0.51). Furthermore, cognitive presence predicted student performance. Qualitative data show that students explored information through interaction in group discussions and presentations, with the main push being questions from instructors (teaching presence). Students integrated and applied their knowledge by discussing among themselves, teaching others, and practicing what they had learned. Nevertheless, lack of prompts for feedback, time constraints and lack of confidence were linked with low levels of cognitive presence. The study concludes that students experience high cognitive presence, which predicts their academic performance. The findings imply that cognitive presence tends to influence student performance, regardless of the varying levels of its manifestation.
Mathematics teachers’ use of whatsApp groups as a platform for continuous professional development in Tanzania
(African Journal of Education (AJOTE), 2022) Ezekiel Jimmy , Kihwele and Mgata, Fred
Updating mathematics teachers’ pedagogical skills and content knowledge is inevitable as the trend of students’ performance in Tanzania is alarming. Currently, social media have been one of the strategies for elevating mathematics teachers’ professional competencies through online learning communities. The study aimed at examining how mathematics teachers use Informal WhatsApp Groups (IWGs) as one of the social media for Continued Professional Development (CPD). Key study questions are what are the perceptions of mathematics teachers on the benefits of IWGs in CPD? How do mathematics teachers use IWGs for CPD-related activities? What are the challenges they encounter? And what Mathematics teachers recommend for better use of IWGs for CPD? Two IWGs were involved with a total of 54 mathematics teachers who are currently teaching in secondary schools. The open-ended questionnaire was shared in the IWGs, and members accepted to fill it. Ten members including those who have been in the IWGs for a longer period, those who frequently posted or asked questions, and group leaders were invited for interviews. The findings show that the IWGs have contributed to teachers developing their pedagogical skills and content knowledge through sharing experience, and materials and demonstrating teaching practices in video clips. The challenges include the problem of internet accessibility, inactiveness of members, and lack of effective criteria for evaluating the validity and reliability of information shared. The recommendation is for the authorities to set supportive policies and practices that will create enabling environments for mathematics teachers on CPD
Promoting students’ interest and achievement in mathematics through “King and Queen of Mathematics” initiative
(Journal of Research in Innovative Teaching & Learning , 2022) Kihwele, Jimmy E ; Mkomwa, Jamila
Purpose The study explored the impact of the King and Queen of Mathematics Initiative (KQMI) in promoting students’ interest in learning mathematics and improving their achievement. The specific objectives of the study focused on the impact of the initiative in promoting interest in mathematics, assessing the contribution of the initiative to students’ achievements and investigating challenges encountered by the initiative. Design/methodology/approach The study used a case study design with a mixed-method approach. One ward secondary school was involved. The sample size was N = 79, where 77 were grade three students in a science class and two teachers. Data collection involved documentary review, observation and interviews. Data analysis employed both content analysis and a dependent t-test to determine the effect size of the initiative. Findings The findings revealed that KQMI had a significant impact on improving performance in mathematics among students (t (71) = −7.917, p < 0.05). The study also showed that male students improved their performance more than their counterparts throughout the KQMI. The mathematics teacher revealed that students still need assistance to solve mathematical questions with different techniques to develop the expected competencies. Research limitations/implications. The initiative was conducted only in one school, limiting the findings’ generalization. Also, the innovation faced different challenges, such as accessing adequate resources and students with little knowledge of mathematics, which the initiative aimed to address. Practical implications Pedagogical innovations enhance the promotion of students’ interest in learning mathematics and hence improve their performance. Also, through pedagogical innovations, teachers improve their teaching skills and practices from students’ feedback. Originality/value The KQMI is a new pedagogical innovation modified from the existing innovations such as game-based method, task design, mobile learning and mathematics island
Reflection on e-learning system of the Mzumbe University in Tanzania: Successes, challenges and way forward
(International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2020) Ghasia, Mohamed; Machumu, Haruni; Zhu, Chang; DePryck, Koen
This paper explores the historical background of the Mzumbe University (MU)’s approach to e-learning since its inception in 2009. It reflects on the successes and challenges, lessons learnt from the MU experience and recommend a way forward. The paper is based on case study research, making the use of observation and secondary data generated from previous e-learning utilisation reports. It discusses trends in e-learning system adoption, deployment, implementation and utilisation at the MU. Findings indicate that awareness of the e-learning system, adoption rate and use have been increasing, leading to significant results such as receiving extensive coverage in the university agenda such that campaigns on its utilisation have been evident. Moreover, the results show the existence of some critical challenges including limited Information Communication Technologies (ICTs) infrastructure, inadequate ICTs didactical skills among students and teachers, lack of technical expertise in digital content design and production, as well as over-reliance on the traditional philosophy of teaching and learning. Based on the findings, it is recommended to encourage continuous user support, going beyond uploading and downloading the University’s strategic policies. Despite the observed e-learning successes, the MU is still in need of an adequate, advanced and quality range of 21st century teaching and learning skills among teachers and students.
Reflection on e-learning system of the Mzumbe University in Tanzania: Successes, challenges and way forward
(International Journal of Education and Development using Information and Communication Technology., 2020) Ghasia, Mohamed; Machumu, Haruni; Zhu, Chang; DePryck, Koen
This paper explores the historical background of the Mzumbe University (MU)'s approach to e-learning since its inception in 2009. It reflects on the successes and challenges; lessons learnt from the MU experience and recommends a way forward. The paper is based on case study research, making the use of observation and secondary data generated from previous e-learning utilisation reports. It discusses trends in e-learning system adoption, deployment, implementation and utilisation at the MU. Findings indicate that awareness of the e-learning system, adoption rate and use have been increasing, leading to significant results such as receiving extensive coverage in the university agenda such that campaigns on its utilisation have been evident. Moreover, the results show the existence of some critical challenges including limited Information Communication Technologies (ICTs) infrastructure, inadequate ICTs didactical skills among students and teachers, lack of technical expertise in digital content design and production, as well as over-reliance on the traditional philosophy of teaching and learning. Based on the findings, it is recommended to encourage continuous user support, going beyond uploading and downloading the University's strategic policies. Despite the observed e-learning successes, the MU is still in need of an adequate, advanced and quality range of 21st century teaching and learning skills among teachers and students.
Social life cycle assessment in solar dryer house for postharvest loss management technology: Application of UNEP / SETAC in Tanzania
(Arabian Journal of Business and Management Review (Kuwait Chapter), 2024) Mwaijande, Francis; Mkuna, Eliaza; Abeid , Ashiraf; Lyakurwa, Felichesmi; Sungau, Joseph; Manouchehr, Shokri
Social Life Cycle Assessment is inherently an extension of sustainability assessment that is limited to environmental and economic pillars. Social life cycle assessment (S-LCA) on the other hand is a methodology used to cover the social aspects of sustainability. This article integrates three pillars of sustainability; economy, environment and society on Solar Dryer House technology for reduction of post-harvest losses. The purpose of the article is to examine the extent of sustainability of Solar Dryer House technology by exploring the environmental, economic and social pillars. A textual analysis was undertaken on United Nations Environment Program/Society for Environmental Toxicology and Chemistry (UNEP-SETAC) Life Cycle Initiative to examine the social life cycle assessment of SDH manufacturing technology on major categories of producers, workers, distributors, consumers. Analysis of social indicators were developed with the scoring system to describe the potential positive and negative social impacts on related stakeholders within life cycle stages. Lack of clarity in conceptualizing of UNEP-SETAC Life Cycle Initiative to examine the social life cycle assessment of SDH manufacturing technology limit the application of sustainability assessment on manufacturing technologies in Tanzania. Social Life Cycle Assessment supports social and labour policies as well as Sustainable Development Goal 8 which entails that people should have jobs that pay decently to support their livelihoods while other social welfare aspects and labour rights are considered. Manufacturing technologies that adhere to S-LCA principles guarantee sustainability.
Students’ classroom use of information and communication technologies: Implication on their digital literacy skills in Tanzanian universities
(Msing jouirnal of the Department of Educational Foundations, 2022) Nalaila,Stephano
The current literature does not adequately account for the best ICT use practices and graduates’ digital literacy skills the Tanzania’s school system embrace. This paper provides some evidence about the academic use of ICT for learning and its implication on the level of digital literacy skills among students at University of Dar es Salaam (UDSM) and Sokoine University of Agriculture (SUA) in Tanzania. The paper is a product of a typical qualitative study carried out to assess University’s ICT environment for students’ learning. The study used a multistage sampling approach to select a total of 654 students from undergraduate programmes in the selected Universities. Data was collected by using Questionnaires, Documentary review and Focus Group Discussions and analysed by using descriptive, thematic and contents analyses. The findings indicated that, students struggle to use ICTs for learning and their work outputs manifest some weaknesses which suggest a low level of digital literacy skills for learning. The highlights that, unless universities amplify their support for digital literacy skills among students and instructors, the use of ICTs for learning will be a cause of students’ disengagement in learning.
Students' conceptions of learning approaches and their engagement in blended learning environments
(International Journal of Technology Enhanced Learning, 2019) Machumu, Haruni; Zhu Chang
Students employ diverse learning approaches when they are engaged in learning activities. Their choices on the type of approach to use are affected by many factors, including learning environments, instructional design and types of learning activities assigned. This study examines students' conceptions of learning approaches and their engagement in blended learning environments (BLEs). The study involved students from two universities in Tanzania. The study used descriptive statistics, correlations and multiple linear regression analyses. The results indicate that students hold compelling conceptions of surface approach compared to deep and strategic approaches in BLEs with a high level of engagement in BLE learning activities. The results further reveal that there was a significant negative relationship between students' conceptions of learning approaches and their engagement in BLE learning activities. The deep approach was a significant negative predictor for BLE learning activities while the surface approach was an insignificant negative predictor for BLE learning activities. The study proposes an appropriate redesign of BLE learning activities to encourage a deep learning approach by students
Students’ motivational factors and engagement strategies in constructivist: Based blended learning environments
(Africa in Focus, 2018) Machumu, Haruni, Zhu Chang and Almasi,Mustapha
Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational factors with students’ engagement learning strategies. The study is built on theoretical foundations of engagement learning and constructivist-based blended learning. We used a self-report student motivational factors and engagement learning strategies survey (SMFELSs) to obtain data from 1010 undergraduate students from three universities. The results indicate that students are positively motivated to learn in CBLE. Our results also reveal that there is a statistically significant correlation between motivational factors and students’ engagement learning strategies. The results, on the one hand, enhance our understanding of students’ motivational factors to learn in a CBLE, and on the other hand expand knowledge on which student engagement learning strategies should be adopted and implemented in the context of challenging learning environments. Furthermore, the results are important for instructional designers, university teachers and curriculum developers. Our study further helps to improve the design of blended learning courses, constructivist learning environment and learning activities concerning students’ motivational factors and engagement learning strategies
Teachers’ competence in using digital visualisation learning materials for teaching reading comprehension in primary schools: Case of Morogoro municipality council, Tanzania
(Educational Challenges, Vol. 31, Issue 1, 2026-04) Kavishe, Alpha; Matalu, Kulwa; Mwakasege, Andwele
Purpose. This study focused on assessing teachers’ pedagogical competence in using Digital Visualisation Learning (DVL) materials during Reading Comprehension instruction in primary schools. Specifically, the study seeks information on teachers’ knowledge and skills in integrating DVL materials into English language reading comprehension instruction in primary schools. The study also examines factors affecting the use of digital visualisation in classroom situations Methodology. Anchored in the European Digital Competence Education Model, the study employed survey questionnaires, observations, and interviews as primary methods of data collection from respondents. The study adopted a mixed-methods approach within a case study research design, focusing on ten selected schools in Morogoro Municipality, Tanzania. One hundred and ten respondents were involved, including ten (10) primary school head teachers and one hundred (100) primary school English language teachers. Regression coefficients were used to analyse quantitative data, while qualitative data was analysed thematically. Results. The findings show that teachers had low competence in using DVL materials in teaching reading comprehension in primary schools. The low competence is caused by a negative attitude, and low self-efficacy, limited access to technological resources, inadequate professional training and a lack of institutional and government support. The lack of teachers’ competence indicates that in-service training is essential on bringing teachers' competence to improve teachers' competence in using digital visualisation in classrooms. Conclusion. The study concludes that the availability of proper digital teaching and learning resources and teachers’ positive attitude, should be prioritised to influence teachers’ knowledge and skills on using DVL materials in primary schools teaching and learning. It is recommended in this study that the government and private sectors should invest in education and provide financial support for teachers’ trainings about the use of digital tools in their everyday teaching and learning for global competitiveness. This study will further develop an intervention for upgrading teachers on how to integrate DVL materials in teaching English language subjects in Tanzania
Teaching in the age of covid‑19
(Postdigital Science and Education Article Teaching in the Age of Covid-19 TESTIMONIALS Published: 07 August 2020 Volume 2, pages 1069–1230, (2020), 2020) Kihwele, Jimmy E ..et al, 2020
After several months of personal journey towards accepting that the coronavirus pandemic is real (see Jandrić 2020a, b), in early March, it dawned on me that the pandemic does not need only so-called essential workers. Self-quarantined after returning from abroad weeks before the Croatian government locked down the country, I immediately wrote an editorial for Post digital Science and Education and argued that ‘While doctors, nurses, politicians, food suppliers, and many other brave people self-sacrifices to support our daily survival, this editorial argues that academics have a unique opportunity, and a moral duty, to immediately start conducting in-depth studies of current events.’ (Jandrić 2020c: 234)I had no idea how to even approach these studies, yet I had a strong feeling that something needed to be done urgently. So, I just did what I know best and issued calls for 3 different types of Covid-19-related material to be published in Post digital Science and Education: short testimonies, longer commentary articles, and full-length original articles. I had no idea how much material I would receive, what this material would look like, and what I would do with this material. I just had a deep gut feeling that we are witnessing a unique time in human history, a once-in-a-lifetime event, that needs to be recorded as it unfolds. For better or for worse, I decided to follow that feeling. This general vision, without a clear idea of what I was doing, paved a bumpy road for the development of this collection. On 17 March 2020, I shared the Call for Testimonies on Post digital Science and Education social network sites and I emailed it to the journal’s mailing list. Based on my previous experience with similar calls, I expected to receive 10 to 15 contributions and produce a standard-length collective article aiming at post digital dialogue (Jandrić et al. 2019) about the pandemic. Yet my call went ‘viral’, at least for academic standards, and a couple of weeks later,