Eastern African Journal of Humanities and Social Sciences
The Eastern African Journal of Humanities and Social Sciences is a high-quality open-access, peer-reviewed, and refereed multidisciplinary research journal, dedicated to serving society through the global dissemination of information through an unparalleled commitment to quality, reliability, innovation, and research work. Eastern African Journal of Humanities and Social Sciences welcomes and acknowledges high-quality theoretical and empirical original research papers, case studies, review papers, literature reviews, and conceptual frameworks from researchers, academicians, professionals, practitioners, and students from all over the world. Eastern African Journal of Humanities and Social Sciences engages its noble efforts for development and endeavors to give you the best.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Transforming Local Governance in the Digital Age: A Review of Tanzania’s Institutional and Legislative Frameworks with Evidence from Shinyanga Municipality and Nzega District Council
The study reviewed Tanzania’s Institutional and Legislative Frameworks with Evidence from Shinyanga Municipality and Nzega District Council. Specifically, the analysis focused on the mandates given, implementation of the mandates in relation to good governance, and the extent to which the legal system accommodates digital technologies. The analysis is informed by the Constitution, Local Government Authorities (LGAs) Acts, amendments, national Information Communication Technology legal instruments, revised Information Communication Technology Policy, the selected councils’ by-laws, strategic plans, digital governance implementation reports, council minutes, internal circulars, service delivery guidelines, and local development plans, as well as, the national new digital legislatives. The study employed a qualitative approach. Data were collected through documentary review then thematic data analysis was applied. Generally, the findings show that there is a comprehensive institutional set-up grounded in the constitution and key legislative instruments, but still put Local Government Authorities within command-and-control frameworks where substantial authority remains centralised, limiting the innovative capacity of LGAs in governance. Further revealed that the provisions promote the core tenets of good governance, yet the level of implementation remains uneven. Lastly, the available legal provisions have minimal enforcement mechanisms of digital compliance, leading to inconsistent digital transformation and underutilisation of digital technology. The study recommends reviewing and updating the constitution, Local Government Acts, and regulations to explicitly incorporate digital technology as a formal component of modern governance demands; the government must invest in digital infrastructure to strengthen institutional capacity, improve resource allocation, and provide continuous training. But also, the need for a specific legal framework and practical strategies that encourage digital governance across all government levels.
Copyright (c) 2026 https://creativecommons.org/licenses/by-nc-sa/4.0
Conservation or Development? Scenario-Driven Forecasts of Land-Use and Land-Cover Change in Kazimzumbwi Forest Reserve (2024–2054)
Land-use and land-cover (LULC) changes pose significant threats to peri-urban forest reserves in sub-Saharan Africa, particularly in Tanzania's Kazimzumbwi Forest Reserve (KFR). This study employs a scenario-based modelling approach to project LULC dynamics from 2024 to 2054, analysing three scenarios: Business-as-Usual (BAU), Conservation-Oriented Scenario (COS), and Development-Intensive Scenario (DIS). Descriptive analyses indicate stark differences in landscape trajectories; under BAU, closed forest cover is projected to decline by approximately 39% by 2054, primarily due to conversions to grassland and shrubland. The DIS scenario predicts even more severe outcomes, with forest losses exceeding 45% in certain areas, driven by urban expansion. In contrast, the COS scenario suggests a more stable landscape, with forest persistence probabilities above 0.70 and evidence of regeneration from shrubland and grassland back to forest. Inferential statistics reinforce these findings, with chi-square tests revealing significant deviations in forest persistence under BAU and DIS (p < 0.01). Likelihood-ratio tests confirm that transition probabilities under COS differ markedly from BAU and DIS (p < 0.001), particularly regarding forest persistence and regeneration. Comparisons between DIS and BAU show significantly higher conversion probabilities under development-intensive conditions (p < 0.001) and weak regeneration pathways. Overall, the study reveals that LULC outcomes in KFR depend significantly on policy decisions. Conservation strategies can stabilise forest cover, whereas development-focused approaches risk increased deforestation. The findings provide quantitative support for sustainable land-use planning and forest governance in Tanzania's peri-urban areas.
Beyond the Blame: Understanding Community Agency in the Conservation and Restoration of Mangroves in Dar es Salaam, Tanzania
Local communities across the World have been held responsible for the degradation of mangrove forests. However, little attention has been paid to the vital role local communities play in mangrove conservation and restoration. This study explored community agency in the preservation and restoration of mangroves in Kigamboni, Tanzania. A qualitative approach was employed using a case study of a mangrove conservation group. Data collection was conducted using interviews, focus group discussions, and observation. A total of fourteen (14) interviews and two focus groups were conducted. Findings indicate that knowledge of mangrove benefits to the environment and community motivated the group to engage in mangrove restoration and conservation through a beekeeping project. Further results show that the group achieved mangrove restoration and conservation. Additionally, the well-being of the group members improved through the beekeeping project. This study calls for the government to recognise and support local communities' initiatives to conserve and restore mangrove forests. This would encourage other communities to take action to protect and restore mangroves.
Motherhood and Higher Education: Coping Strategies of Distance Learning Student-Mothers at the University for Development Studies, Sawla Study Centre, Ghana
Student-mothers in distance education programmes in Ghana have to combine traditional domestic roles with their academic pursuits. This study sought to find out the coping strategies adopted by student-mothers in balancing motherhood and higher education at the Institute of Distance and Continuous Learning (ICDL) of the University for Development Studies (UDS). The study employed a quantitative research approach with a descriptive survey design. A questionnaire was used to collect data from all 51 student-mothers at the Sawla Study Centre. Descriptive statistics of frequencies, percentages, mean, and standard deviations were used to analyse the data collected. The findings revealed that student-mothers widely adopted multiple coping strategies. The most frequently used strategies included periodically stepping out of lectures to breastfeed (M = 3.94, SD = 1.03), breastfeeding during lectures (M = 3.54, SD = 1.17), employing paid domestic workers (M = 3.22, SD = 1.20), and relying on spousal or family support (M = 3.21, SD = 1.21). Despite these strategies, respondents reported substantial challenges in coping, particularly unreliable family or spousal support during face-to-face sessions (M = 3.37, SD = 0.69) and societal expectations of motherhood conflicting with academic engagement (M = 3.25, SD = 0.72). The study concludes that although student-mothers employ various adaptive coping strategies, sustainable academic success requires structured institutional support systems to reduce stress and enhance their participation and overall well-being. The study recommends the establishment of daycare facilities at the study centre to enable student-mothers to leave their children in safe care during lectures.
The Nexus between Climate Change Awareness, Impacts, and Adaptation Strategies in Coastal Communities of Tanga Region, Tanzania
Climate change poses a challenge to coastal communities in sub-Saharan Africa, yet there is limited understanding of community awareness, its impacts, and the adaptation strategies employed by smallholder farmers to respond to it. This study examines the nexus among climate change awareness, perceived impacts, and adaptation strategies among coastal communities in the Tanga Region of Tanzania. It was guided by two hypotheses: H1, that coastal communities possess significant awareness of climate change, reflected in perceived changes in temperature and rainfall associated with adverse impacts on coastal ecosystems and livelihoods; and H2, that coastal communities employ diverse adaptation strategies whose perceived effectiveness varies significantly. A cross-sectional study design was used, comprising 388 households selected via simple random sampling for the quantitative component and 15 key informants purposively selected for the qualitative component, for a total of 403 respondents. Quantitative data were collected using structured questionnaires and analysed using descriptive and inferential statistics, including one-sample t-tests, one-way ANOVA, and Chi-square tests, whereas qualitative data were analysed using thematic analysis. Findings reveal that higher awareness was associated with increased temperature and lower rainfall, the most prominent indicators across communities. Inferential analysis revealed a statistically significant association between climate change and perceived environmental impacts, including fish habitat destruction, species decline, reduced fishing activities, and declining agricultural productivity, supporting H1. There is a need to enhance educational interventions, strengthen institutional capacity, and establish context-specific adaptation strategies that integrate local knowledge and scientific approaches to enhance coastal resilience.
Towards a Theory of Indigenosociomusicology: African Perspectives on Indigenous Knowledge, Social Meaning, and Decolonial Music Studies
This article proposes Indigenosociomusicology as a theoretical and methodological paradigm designed to reclaim African musical thought from colonial and Eurocentric frameworks. The concept merges indigenous epistemology and sociomusicological inquiry to examine how music operates as a medium of knowledge, spirituality, and social identity within African contexts. Traditional musicology has often emphasised textual analysis, notation, and Western aesthetics, neglecting the oral, communal, and performative dimensions that characterise African musical practice. Indigenosociomusicology seeks to address this imbalance through a framework informed by Ubuntu philosophy, decolonial thought, and indigenous knowledge systems. Drawing on the contributions of scholars such as Nketia, Kofi Agawu, Mapaya, Mhlambi, Mugovhani, Yende, and Chilisa, the article situates African music as a repository of collective memory, ethical norms, and cosmological understanding. It highlights how participatory performance, storytelling, and oral traditions serve as mechanisms for transmitting cultural wisdom and social values. The paper demonstrates that this approach provides a transformative yet focused lens for research, pedagogy, and policy development in African higher education, offering practical strategies for incorporating indigenous music epistemologies into curricula and scholarly discourse. Ultimately, Indigenosociomusicology promotes epistemic sovereignty, ensuring that African musical knowledge is theorised, interpreted, and valued on its own philosophical and cultural terms. Rather than claiming a sweeping revolution, the article presents a grounded framework that enables scholars and practitioners to engage African music holistically, bridging scholarship, pedagogy, and community-based knowledge production.
Gendered Pathways to Participation: Barriers and Enablers of Girls’ Education in Refugee and Internally Displaced Contexts in Kenya
This paper discusses how gendered norms, poverty, and displacement interact to influence the educational participation of girls in Internally Displaced Persons (IDP) and refugee settings in Kenya. The study used a feminist capability framework to analyse the structural, socio-cultural, and psychosocial barriers to female education. A sample of 341 participants across four schools, namely, Runyu Primary School, Hagadera Central Primary, Malakal Primary, and Somalia Bantu Mixed Secondary School, was utilised. The study collected data from ten different stakeholder groups, including School Governance and Management, school children-boys, school children-girls, teachers, parents, Parent-Teacher associations (PTA), para-social workers, Camp leaders, and governance and national and local government officials. Data was analysed using Dedoose software version 10.0.59 through inductive and deductive thematic coding. The study findings are presented in verbatim quotes to ensure the originality of the voices of participants. The findings revealed that the major challenges to regular school attendance for the girls included menstrual insecurity, early pregnancy, and household labour. These were enhanced by patriarchal norms that place greater value on boys’ schooling. However, parents, teachers, and community leaders observed that there is a gradual shift in recognising girls’ education as an asset for household welfare and social advancement. The study concludes that gender transformative pedagogies, including Tuseme ("Let Us Speak Out"), can enhance girls’ confidence, leadership, and participation, especially when supported with inclusive school environments and active community engagement. These insights contribute to ongoing global conversations on gender, displacement, and educational justice in the context of the crisis.
Copyright (c) 2026 Dennis Otwori, Lilian Odundo, Beatrice Adhiambo , Denis Nono https://creativecommons.org/licenses/by-nc-sa/4.0
Economic Hardship in Single-Parent Families: Investigating Impact on Adolescent Socialisation and Academic Achievement
This study explored the experiences of Junior High School (JHS) teachers of English in Ghana, as manifested through their motivation and engagement in everyday classroom practice. Grounded in Self-Determination Theory and Engagement Theory, the study adopted a qualitative multiple case study design. Data were generated from semi-structured interviews with ten teachers of English and 20 JHS learners from public and private schools in Kpando municipality, and from classroom observations of routine English lessons. Thematic analysis was used to identify patterns across the data. Findings showed that teachers relied mainly on praise, questioning, group work, code-switching between English and Ewe, and game-based activities to stimulate learners’ interest. These strategies tended to enhance behavioural and emotional engagement, although opportunities for deeper cognitive engagement were less frequent. Teachers also reported contextual constraints, including large classes, limited teaching resources, and learners’ low proficiency, which sometimes reduced their capacity to sustain motivation. Learners valued supportive teacher-student relationships, clear explanations, and varied activities, but expressed frustration with excessive teacher talk and chorus responses. The study highlights the need for targeted professional development on motivational and engagement-oriented pedagogy in Ghanaian JHS English language classrooms and offers context-specific recommendations for curriculum planners and teacher educators.
Copyright (c) 2026 Maeba Muimeleli, Rendani Tshifhumulo https://creativecommons.org/licenses/by-nc-sa/4.0
Remodelling Musical Arts Education: An Outside Classroom Evolution Analysis
This study explores informal self-directed musical pedagogies in South Africa. Under apartheid, education policies were intentionally designed to marginalise people of African descent, and the enduring effects of these policies continue to influence the structure and accessibility of music education today. Contemporary national music curricula are under scrutiny for lacking innovation, cultural inclusivity, and the sustainable development of indigenous musical traditions. In contrast, there has been a significant rise in autodidactic musical practices, particularly among youth, who are creating successful, locally rooted popular music on global platforms. The study employs an exploratory qualitative methodology, utilising thematic content analysis of academic literature, digital media sources, and semi-structured interviews with five self-taught South African musicians. Framed by Music Mediation Theory, which posits that music serves as a transformative tool that fosters social cohesion and community welfare, the study examines the role of self-directed learning in addressing gaps in formal music education. Findings reveal that informal learning spaces mediated through community, family, and digital tools are the primary sites of musical growth, innovation, and identity formation for many South African youths. The convergence of institutional and informal learning methods offers valuable insights into how music education can adapt to sociopolitical, cultural, and technological shifts.
Cultural Institutions as Spaces to Promote Human Rights, Social Justice and Social Cohesion in Limpopo, South Africa
This study examines the role of cultural institutions in promoting human rights, advancing social justice, and fostering social cohesion, with a particular focus on practices in Limpopo Province, South Africa. Through a qualitative document analysis methodology, this research investigates how museums, libraries, heritage sites, and cultural centres serve as transformative spaces for social change. The study employs purposive sampling of institutional documents, policy frameworks, exhibition catalogues, and digital archives from cultural institutions in the Venda region and the broader Limpopo Province, spanning the period from 2015 to 2025. Findings reveal that cultural institutions function as informal educators on human rights, provide platforms for marginalised voices, and create shared spaces that bridge social divisions. The analysis identifies key strategies, including decolonisation of collections, community-led curation, multilingual accessibility initiatives, and truth-telling about historical injustices. However, challenges persist, including resource constraints, the tension between neutrality and advocacy, and the gap between tokenistic representation and genuine institutional transformation. Drawing on examples from the Vhembe District and other Limpopo institutions, this study demonstrates that effective cultural work requires sustained community engagement, power-sharing, and recognition of indigenous knowledge systems. The research contributes to scholarship on cultural institutions in post-apartheid South Africa and offers practical recommendations for museum professionals, librarians, and cultural workers seeking to advance social transformation through their institutions.
Beyond the Classroom: Sociolinguistic Factors as Predictors of Vocabulary Breadth in Tanzania’s Diverse Linguistic Landscape
This paper examines the impact of sociolinguistic factors on vocabulary breadth among secondary school learners in Tanzania. While research on sociolinguistics and language acquisition exists, the interaction between sociolinguistic factors and English vocabulary breadth in Tanzania’s educational context remains underexplored. This is significant given that English, a foreign language spoken by a minority, is the medium of instruction from secondary school onwards in a multilingual country with over 150 ethnic community languages (ECLs), and Kiswahili is spoken by the majority. The study addresses: How do sociolinguistic factors influence English vocabulary breadth among learners in Tanzania’s diverse linguistic landscape? A convergent parallel mixed-methods design was adopted to triangulate quantitative and qualitative data. Using stratified random sampling, the New Vocabulary Levels Test was administered to 320 Form 3 and 4 students from eight secondary schools in Dodoma, and interviews were conducted with the eight English teachers to provide deeper insight. Multiple regression and thematic analyses revealed that sociolinguistic factors significantly influenced vocabulary breadth. Learners who used English at home or in class, interacted with English-speaking peers, started learning English in kindergarten, and had parents with at least Form 4 education had broader vocabularies. Findings suggest that sociolinguistic factors play a crucial role in vocabulary development. Policymakers should enhance structured English exposure beyond the classroom and adopt additive bilingual approaches that consider learners’ language ecology. This study contributes to understanding the interplay between sociolinguistic factors and vocabulary mastery in a diverse linguistic setting and recommends further research on this interaction.
Rethinking Residential Space Planning: An Exploratory Study on Family Size Dynamics and the Appropriateness of Large Homes in Tanzania
In the constantly changing urban landscape of Tanzania, a paradox exists whereby large family homes, once a source of pride for the homeowner, now sit empty as the ageing parents of the family occupy the space originally designed for the bustling family now gone. This qualitative research seeks to explore the appropriateness of the homes being designed for the changing needs of families through a gap in the literature that has been focused on deficits rather than the outcomes. Using a multiple case study approach with 28 empty nest homes, through the lens of Bourdieu’s Theory of Capital, this research identifies the construction of the homes through the lens of socio-cultural factors such as legacy building, status and the long-standing hospitality-based cultural value of hospitality (ukarimu). This approach to construction design does not consider rational long-term space planning; therefore, the homes sit empty and underutilised, often with a sense of tension between the homeowner’s pride and the cost of upkeep. While the household adapts through functional space conversions and entrepreneurial ventures, inflexibility in design and increasing lifecycle costs work against the household, particularly the ageing member.
Copyright (c) 2026 Hadija Matimbwa, Buberwa Tibesigwa, Benson Karumuna https://creativecommons.org/licenses/by-nc-sa/4.0
Teacher Trainees’ Self-Efficacy in Fostering Critical Thinking and Problem Solving, Creativity and Innovation, and Digital Literacy as 21st Century Core Skills in Ghana
Since the introduction of the Bachelor of Education (B.Ed) programme in Colleges of Education in Ghana, it appears studies have not evaluated the self-efficacy of students in the B.Ed programme in delivering the pre-tertiary education curriculum introduced by the National Council for Curriculum and Assessment (NaCCA). Guided by the social cognitive theory, this study sought to fill this gap. A descriptive survey design was used, where a total of 458 teacher trainees responded to a Likert scale questionnaire. Data collected from respondents were analysed using descriptive and inferential statistics. Findings of the study show that teacher trainees have high self-efficacy in fostering Critical Thinking and Problem Solving (CTPS), Creativity and Innovation (CI), and Digital Literacy (DL), with an overall mean self-efficacy given as (M = 3.69, SD = .60). The study also found statistically significant differences in teacher trainees’ self-efficacy in terms of CTPS, t(368.12) = 2.23, p = .026, as well as DL for male and female teacher trainees, t(355.59) = 2.19, p = .029. Finally, the study found no statistically significant differences in the self-efficacy of respondents in fostering CTPS, CI, and DL based on the programme of study. The study concluded that teacher trainees have the required self-efficacy to be able to foster 21st-century skills in learners. Findings of the study offer a preliminary understanding that training of teachers aligns with the expectations of the National Teacher Education Curriculum Framework (NTECF).
Copyright (c) 2026 Kassim File Dangor, Shani Osman https://creativecommons.org/licenses/by-nc-sa/4.0
Resource Sovereignty, Regional Security, and Political Economy of Violence in Eastern DRC
The conflict in the eastern part of the DRC has been recognised as a result of failed interventions and compromised sovereignty; therefore, it requires an integrated analysis to understand the complex relationship among resource management, regional security, and historical narrative. The research methodology used for this study is qualitative, employing interpretive analysis of journals, United Nations Group of Experts Reports, MONUSCO Reports, International Crisis Group Reports, and an audit of the mineral supply chain from 2000 to 2025. The analysis has revealed that the conflict in the region is not a result of the minerals; however, conflict has been institutionalised in the region with the complex relationship between compromised sovereignty, regional security, and historical narrative on the management of resources, which is evident with the resurgence of M23 rebellion; therefore, it is clear that a regional security complex is present in the region. Recent interventions, including the Luanda Process, the Nairobi Process, and the SADC Mission in the DRC (SAMIDRC), reveal the formation of a new security complex in the region. However, the failure of these interventions also reflects the lingering trust deficit among the regions. The humanitarian consequences of the political economy of violence are significant, as instability in the Goma region reveals. The study concludes that, for stabilisation to be achieved, there is a need to reclaim resource sovereignty through mineral governance that is both transparent and accountable, as well as through regional diplomacy and security assurances to address inter-state insecurity and reorganise the underlying politics of conflict.
Copyright (c) 2026 Philemon Sengati https://creativecommons.org/licenses/by-nc-sa/4.0
Examination of Prison-Based Vocational Training on Recidivism: A Review of Kisumu County, Kenya
Persistent recidivism undermines the effectiveness of incarceration as a tool for reform and rehabilitation in Kenya. In Kisumu County, correctional institutions face challenges such as overcrowding, limited resources, and fragmented rehabilitation programmes, raising questions about the effectiveness of prison-based vocational training in reducing reoffending. This study investigated the influence of prison-based vocational training programmes, including life skills education, counselling services, and formal education, on recidivism rates using a mixed-methods convergent parallel design. Quantitative data were collected from 220 former inmates using structured Likert-scale questionnaires, alongside 60 purposively selected prison officers and 28 probation officers. Qualitative data were collected through semi-structured interview guides to explore lived experiences, reintegration challenges, and perceptions of program adequacy. To ensure reliability and validity, the instruments were piloted prior to the main study, with Cronbach’s alpha employed for internal consistency of quantitative measures and expert review applied to the interview guides for content validity. Quantitative data were analysed using descriptive and inferential statistics in SPSS version 25, while qualitative data were processed through thematic analysis. Data analysis was guided by Albert Bandura’s Social Learning Theory, which emphasises behavioural change through observation, modelling, and reinforcement. Findings revealed that participation in prison-based treatment programmes was inversely related to recidivism: 85% of former inmates who underwent vocational training, 80% of those receiving life skills education, 78% of those who participated in counselling services, and 86% of formal education participants did not reoffend. In contrast, 51% of inmates who did not participate in any treatment programmes returned to criminal activity. Qualitative findings highlighted that most facilities still rely on punitive approaches, with limited access to structured rehabilitation, psycho-social support, and post-release transition planning. The study concludes that prison-based treatment programmes can significantly mitigate recidivism if implemented consistently, with sufficient staffing and individualised reentry planning. It recommends targeted investment in rehabilitation infrastructure, expansion of vocational and psycho-social services, and structured post-release support to strengthen reintegration outcomes.
Copyright (c) 2026 Timothy Vitalis Wanyama https://creativecommons.org/licenses/by-nc-sa/4.0
Implementation of the Open Performance Review and Appraisal System in improving the performance of public service employees in selected Councils in Tanzania
This study examined the implementation of the Open Performance Review and Appraisal System (OPRAS) within local government authorities in Tanzania, focusing on its impact on employee promotion and demotion, as well as its role in service delivery in Arusha City Council and Dodoma City Council. Using the New Public Management (NPM) theory, the research evaluated the extent to which OPRAS has been implemented across these urban local authorities. A mixed-methods approach was employed, combining a survey questionnaire, semi-structured interviews, and a document review. Quantitative data were analysed with descriptive statistics, while qualitative data underwent content analysis. The findings showed a relatively high level of OPRAS implementation, indicating that the system significantly promotes high-performing employees, demotes those with consistently poor performance (when enforced strictly), and improves public service delivery in the studied councils. However, ongoing challenges related to training, resource allocation, and institutional support were identified as limiting factors. The study recommends that the government institutionalise regular, comprehensive training programmes for public employees on the objectives, processes, and benefits of OPRAS. Additionally, policymakers are urged to review and strengthen relevant policies and strategies to facilitate more effective implementation. Training for political leaders to enhance their awareness and commitment to performance management, coupled with timely and adequate budgetary disbursement specifically earmarked for OPRAS activities, is equally essential for sustaining and improving the system’s effectiveness in Tanzanian local government authorities.
Copyright (c) 2026 Adella O. Nyello https://creativecommons.org/licenses/by-nc-sa/4.0
The Moral Dimensions of Teaching: Implications for Ethical Competence in Kenya's Primary Teacher Education
This conceptual paper examines the moral dimensions of classroom teaching and their implications for teacher education in Kenya. Drawing on Buzzelli and Johnston's six-dimension framework, Narvaez's classroom climate theory, Bernstein's theory of pedagogical discourse, and Campbell's account of teacher moral agency, the paper argues that classroom climate, language, power and authority, cultural representation, curriculum, and teacher moral agency constitute an essential professional knowledge domain that is absent from both Kenya's old Primary Teacher Education (PTE) programme and the new CBC-aligned Diploma in Education framework. Through critical literature review and document analysis of four key policy texts, the paper advances a theoretical argument that this structural absence is hypothesised to have significant consequences for the moral development of Kenyan primary school pupils, a hypothesis that requires empirical validation. A three-strand curriculum integration model is proposed as a structurally feasible conceptual blueprint for reform, and comparative analysis of South African, Ugandan, and Tanzanian teacher education confirms that such integration is achievable within African education systems. The paper further argues that Kenya's reform should be grounded in indigenous ethical frameworks, including utu, heshima, and harambee, to ensure cultural legitimacy and sustainability.
Copyright (c) 2026 Virginia Nyambura Njau https://creativecommons.org/licenses/by-nc-sa/4.0
Esophageal Cancer Awareness and Screening in the Amathole, Buffalo City, and O.R. Tambo Districts of the Eastern Cape, South Africa
This study assessed levels of awareness regarding esophageal cancer symptoms, risk factors, and screening services among residents and healthcare users in the Amathole, Buffalo City, and O.R. Tambo districts of the Eastern Cape Province, South Africa. A cross-sectional survey design was employed, with self-administered questionnaires administered to 150 participants (100 female, 50 male) recruited from healthcare facilities in these three predominantly rural districts. Questionnaires were available in English and IsiXhosa, and data were analysed using the Statistical Package for the Social Sciences (SPSS). Findings reveal a critically low level of awareness: the majority of participants had not previously encountered the term "esophageal cancer," and large proportions across all three districts reported not knowing about screening methods or whether community members utilised them. Recognised symptoms included pain on swallowing, weight loss, vomiting of blood, and loss of appetite, while identified risk factors encompassed tobacco smoking, heavy alcohol consumption, and, to a lesser extent, dietary practices. A substantial proportion of participants preferred traditional healers as their first point of care. These findings underscore significant gaps in community health literacy and the absence of structured programmes for esophageal cancer awareness and early detection in the rural Eastern Cape. The study recommends targeted community health education campaigns, integration of esophageal cancer awareness into existing screening platforms, and culturally sensitive outreach that engages traditional healing practitioners as partners in early detection.
Copyright (c) 2026 Noluthando Matanzima, Rendani Tshifhumulo, Nelly Sharpley, Eugene Jamot Ndebia https://creativecommons.org/licenses/by-nc-sa/4.0
Experiences of People living with Diagnosis of Esophageal Cancer: Case of Eastern Cape Municipalities, South Africa: A Phenomenological Study
Esophageal cancer is a major health issue in South Africa, especially in rural areas of the Eastern Cape, which has the highest incidence rates. While risk factors are well studied, there is limited research on patients’ lived experiences of diagnosis, treatment, and survival. This study explored the lived experiences of individuals diagnosed with esophageal cancer in Eastern Cape municipalities, examining their diagnostic journeys, coping mechanisms through treatment, and perceptions of existing support structures. A qualitative phenomenological design was employed; 12 participants (9 females, three males) aged 47-59 years were purposively sampled from three hospitals in Buffalo City, O.R. Tambo, and Amathole municipalities. In-depth semi-structured interviews were used. Data was analysed using Braun and Clarke's thematic analysis, guided by the Health Belief Model and Health Promotion Model. Three major themes emerged: (1) Delayed diagnosis due to late help-seeking, use of traditional healing, severe symptoms including dysphagia, haemoptysis, and weight loss; (2) Coping through treatment involving chemotherapy and radiation therapy with substantial side effects and financial burden; (3) Reliance on family support alongside gaps in health education, access to cancer services, and financial help for proper nutrition. The findings show that managing esophageal cancer in rural South Africa involves a mix of medical, traditional, and family care. They highlight the need for better community education on early symptoms, improved access to treatment facilities, emotional and financial support for patients. The study recommends healthcare policies that are patient-centred, respect cultural practices, and ensure access to proper medical treatment.
Borrowers Characteristics and Crowdfunding Success for Small and Medium Enterprises in Tanzania
This study examined the influence of borrowers’ characteristics on the success of crowdfunding campaigns among Tanzanian Small and Medium Enterprise (SMEs) using secondary data from the Kiva lending-based crowdfunding platform. The study adopts a quantitative research approach using a cross-sectional design, based on secondary data obtained from a crowdfunding platform. The initial dataset comprised 12,273 observations; however, after data cleaning and removal of missing values, a final sample of 12,139 observations was used for analysis. Binary logistic regression was conducted in Stata to assess the effect of borrower characteristics, including age, gender, experience, and education level, on the likelihood of crowdfunding success. The results indicate that gender (β = −0.731, p < 0.01), borrower experience (β = −0.100, p < 0.01), and education level (Certificate β = 1.476, p < 0.01; Diploma β = 1.339, p < 0.01) significantly influence crowdfunding success. The findings further reveal that female borrowers are more likely to obtain funding than male borrowers. Borrower experience shows a significant negative relationship with crowdfunding success, suggesting that repeated borrowing does not necessarily improve funding prospects. Education shows mixed effects: degree holders show no significant effect, whereas master’s degree holders show a significant negative relationship (β = −1.328, p < 0.01). The overall model was statistically significant (χ² = 131.905, p < 0.01), with a pseudo-R² of 0.085, indicating modest explanatory power. The study contributes to the limited empirical evidence on crowdfunding in developing countries and provides practical insights for entrepreneurs, policymakers, and crowdfunding platforms on improving alternative financing outcomes. Future studies may incorporate additional behavioural and campaign-related factors.
Copyright (c) 2026 Fred B. Kanama, Nsubili Isaga, Henrick A. Kipangula https://creativecommons.org/licenses/by-nc-sa/4.0
The African Politics of the Dataset: AI, Indigenous Music, and Neo-Colonial Power Dynamics
The proliferation of Artificial Intelligence (AI) into the creative industries, especially in the context of Indigenous African music, is a deep-rooted political action that builds upon the historical dynamics of power of digital extraction and algorithmic colonialism. While existing scholarship predominantly critiques AI through Western intellectual property paradigms, it largely overlooks the training dataset as a primary site of epistemic violence. Based on a decolonial theoretical framework, this paper fills this gap by arguing that the AI training datasets are political artefacts that fix neo-colonial forms of oppression by freezing dynamic, living cultures to be consumed exogenously. The study utilises a triangulated research design and intentionally uses a multi-regional Pan-African scope of analysis, triangulating three analytical fields: a historical excavation of the 1939 Mbube (Solomon Linda) case in South Africa as an analogue blueprint of extraction; a netnographic study of five highly active industries. The findings reveal a ‘dual architecture’ of digital neo-colonialism, wherein external data colonialism via uncompensated scraping is facilitated by internal structural deficits and outdated post-colonial legislation. Empirically, the netnographic data reveals a phenomenon of ‘silent extraction,’ where grassroots resistance is actively overridden by a consumer-driven adapt or die techno-optimism. To address this perceived epistemic alienation and legal gap, the paper concludes that the way to realize ethical AI is by shifting the paradigm to Indigenous Data Sovereignty (IDSov) and the Collective Benefit, Authority to Control, Responsibility and Ethics (CARE Principles). In direct relation to the structural gaps that were revealed through the research, the paper proposes that the African Musicology Institute (AMI) should be created as a free, sovereign infrastructural centre to manage ethically sourced datasets. Finally, this study alters the academic debate of reactive copyright litigation to proactive infrastructural autonomy, which offers a critical map of computational self-determination in the Global South.
Copyright (c) 2026 Amon Kipyegon Kirui, Brian Bichanga Nyandieka https://creativecommons.org/licenses/by-nc-sa/4.0
Quality Beyond Rankings: Mission-Led Quality Assurance as a Sovereignty Practice by African Higher Education Institutions
Global university rankings have increasingly come to function as a proxy for quality, shaping institutional priorities, internal quality assurance (IQA) practices, and scholarly labour in ways that may conflict with locally defined missions and the public good. This research is a narrative review of contemporary literature on ranking effects, audit culture, and responsible research assessment, in order to develop an evidence-based model of Mission-Led Quality Assurance (MLQA) as a sovereignty practice by African higher education institutions. A transparent search-and-screen procedure of Scopus, Web of Science, ERIC, and a specific Google Scholar search identified 14 peer-reviewed sources that meet the inclusion criteria, and one underwent thematic comparison through programme-theory-inspired synthesis. The synthesis reveals that (i) rankings strengthen audit logics and attract proxy substitutes around what is readily counted; (ii) QA units often repackage ranking indicators into internal dashboards and create mission drift and strategic gaming; and (iii) reform announcements around responsible metrics often stall aimlessly without governance redesign, plural evidence standards, and participatory judgement. The study suggests a four-pillar MLQA framework, mission-based standards, pluralised evidence, deliberative review cycles, and public-benefit accountability, and describes implications of implementation to institutional leaders and quality agencies. However, the research was limited because it was based on published literature and was not representative of the region. Future studies should embrace multi-site case studies and discussion with the stakeholders to confirm the validity of MLQA.
Copyright (c) 2026 Nomanesi Madikizela-Madiya , John Nyangaresi https://creativecommons.org/licenses/by-nc-sa/4.0
Levels and determinants of perceived stress among psychiatric nurses working at Mathari National Teaching and Referral Hospital, Kenya
Care giving for individuals with demanding mental health conditions exposes psychiatric nurses to unique challenges in their role and the potential for development of stress, which could impact their quality of life. The purpose of this study was to investigate the relationship between perceived stress and the quality of life among psychiatric nurses at Mathari National Teaching and Referral Hospital (MNTRH), Nairobi, Kenya. The study objectives were to assess the levels of perceived stress and examine the factors contributing to perceived stress at MNTRH. This study was anchored on the Systematic Theory of Stress and Lazarus' Theory of Stress. A quantitative approach with a correlational design was used to conduct the study using a census sampling with a sample size of 120 psychiatric nurses. The sample included both male and female aged between 21 and 60 years. Respondents’ demographic characteristics were collected using a socio-demographic questionnaire. SPSS V 29 was used in data analysis. The findings showed that the perceived stress levels were moderate (82.8%). Age, gender, marital status, years of experience, qualification, work setting, shift type, and weekly working hours had no statistically significant influence on the stress levels experienced by the psychiatric nurses. The study observed moderate perceived stress among the psychiatric nurses. No demographic factor was observed to significantly influence the perceived stress. The study findings indicate that more emphasis should be placed on the practice rather than the background factors of the psychiatric nurses.
Copyright (c) 2026 Shraddha Tripathi, Susan Chemtai Changorok, Vincent Munywoki https://creativecommons.org/licenses/by-nc-sa/4.0
Strategic Positioning and Performance of migrants’ Remittance Services in Kenyan Commercial Banks
Given the intense local and international competition brought about by shifts in global business, commercial banks have adopted policies like strategic positioning to enhance their competitiveness. This study looked at the effect of strategic positioning on the performance of immigrants’ transmittals to banks in Kenya. The Generic Framework Theory used emphasises market segmentation and targeting specific consumer preferences. An explanatory research design was adopted, and both primary and secondary data were collected from banks' reports and websites. Cronbach’s alpha coefficient of 0.795 confirmed instrument consistency. The target population comprised 126 managers from 39 commercial banks headquartered in Nairobi, Kenya. Through the Krejcie and Morgan sampling table, a sample of 95 managers was selected. A pilot study involved 10% of the population, which was excluded from the final study. Data were analysed using SPSS version 25. The regression model applied was P = β0 + β1X1 + ε, where P represented the performance of immigrants’ transmittals, and X1 represented strategic market positioning. Findings revealed an R² value of 0.638, indicating a strong relationship between strategic positioning and performance. Market Penetration Index was 4.04, Market Development Index 4.19, and Brand Communication Index 4.11, producing an overall strategic positioning index of 4.12. All strategic dimensions positively influenced performance, with market development emerging as the strongest factor. The study revealed that banks should develop strategies like strategic positioning to attract potential clients in differentiated markets. The strategic positioning was found to be a vital factor in boosting the influx of immigrants’ transmittals into local commercial banks for positive performance.
Copyright (c) 2026 Phelista Njeru, Erastus Thoronjo https://creativecommons.org/licenses/by-nc-sa/4.0
Technological Ecology Theory: A TVET Lecturer Development Model for Understanding Human Development in Technological Environments
The Technical and Vocational Education and Training (TVET) artificial intelligence field is becoming increasingly sophisticated and complex. Consequently, a deeper analysis was required of lecturer development in the face of the evolving technological environment. The emphasis on the specific characteristics of an individual does not consider the larger ecological and structural drivers of technological adoption. The report introduces Technological Ecology Theory (TET), an ecological model developed through a qualitative study exploring the relationship between Mechanical Engineering lecturers and AI. TET integrates the Ecological Systems Theory (EST), the Technological Pedagogical Content Knowledge (TPACK) framework, and the structural realities of TVET institutions. This integration provides a comprehensive ecological perspective on how lecturers adapt to AI within Technical and Vocational Education and Training (TVET) institutions, where challenges such as industry misalignment constrain effective AI integration and necessitate a contextualised model. The model portrays the lecturer training process in an ecological manner, which is shaped by organisational structures, environments surrounding teaching/learning, resource allocation, and job-specific experience. Furthermore, the study highlights the importance of recognising multilevel influences on lecturer development, including institutional policies, community engagement, and technological infrastructure. By adopting TET, stakeholders in TVET can better design curriculum, training programmes, and support systems that address both individual competencies and the broader system dynamics impacting AI adoption. Ultimately, this ecological approach offers a framework to enhance the responsiveness and effectiveness of lecturer development, facilitating improved integration of AI technologies in teaching and learning.
Copyright (c) 2026 Percy Thabiso Mhlanga, Thokozani Isaac Mtshali https://creativecommons.org/licenses/by-nc-sa/4.0
Strategic Human Resource Planning and Sustainable Competitive Advantage in Kenya’s Aviation Companies
This study examined the influence of Strategic Human Resource Planning (SHRP) on sustainable competitive advantage among aviation companies in Kenya. Grounded in the Resource-Based View and institutional theory, the study adopted an explanatory sequential mixed-methods research design. Quantitative data were collected through a census survey of 360 managers drawn from all 60 aviation companies licensed by the Kenya Civil Aviation Authority, complemented by in-depth interviews with senior managers involved in flight operations planning and operational safety oversight. Strategic Human Resource Planning was operationalised through training and development, workforce gap analysis, and supply and demand forecasting. Quantitative data were analysed using simple linear regression, while qualitative data were thematically analysed to provide explanatory insights. The findings indicate that Strategic Human Resource Planning has a strong and statistically significant influence on sustainable competitive advantage (β = 0.615, p < 0.001), explaining 37.4% of the variance in competitive outcomes (R² = 0.374). Qualitative results further reveal that strategically aligned training programs, systematic identification of skills gaps, proactive workforce forecasting, and regular human resource capability audits enhance workforce readiness, operational continuity, regulatory compliance, and organisational resilience. The study concludes that Strategic Human Resource Planning functions not merely as an administrative support activity, but as a strategic organisational capability that enables aviation firms to achieve and sustain competitive advantage in a highly regulated and skills-intensive environment, with important implications for aviation managers and policymakers.
Analysis of the Underlying and Proximate Drivers of Land Conflicts in Post-Conflict Gulu City, Northern Uganda
Land conflicts are increasingly common in rapidly urbanising post-conflict cities, where rising land demand interacts with weak governance and evolving tenure systems. This study examined the underlying and proximate drivers of land conflicts and how socio-economic and demographic characteristics influence the likelihood of experiencing the drivers in post-conflict Gulu City, Northern Uganda. A mixed-methods approach was employed, and data were obtained from 416 households using household surveys, 36 key informant interviews, and 06 focus group discussions. Quantitative data were analysed using Statistical Package for Social Sciences (SPSS) version 27 with descriptive statistics and logistic regression, while qualitative data were thematically analysed. Most (72.6%) respondents identified inadequate formal land registration as the underlying driver, while 82.2% cited rising land demand as a proximate driver. The analysis for this study relied heavily on self-reported data, which may be affected by recall bias. The study demonstrated that level of education, land ownership arrangements, religion, land size, and displacement histories significantly shape respondents’ likelihood of experiencing underlying and proximate drivers of land conflicts, notably loss of customary land tenure custodians, corruption, rising materialism and greed, fraudulent practices, rising land demand, urban expansion, and population growth. The findings demonstrated that increasing competition for land, coupled with inadequate formalisation of land ownership, continues to undermine tenure security and fuel land conflicts in post-conflict Gulu City. It, therefore, recommends that policymakers prioritise affordable and accessible formal land registration systems alongside strengthened urban land-use planning to manage rising land demand and reduce land conflicts in post-conflict Gulu City.
Copyright (c) 2026 Betty Adoch, Paul Isolo Mukwaya, Patrick Byakagaba, Frank Mugagga, Caroline Aboda, Henry Musoke Semakula, Shuaib Lwasa https://creativecommons.org/licenses/by-nc-sa/4.0
The Impact of the Fishing Industry on Boys' Academic Performance: A Case Study of North ‘A’ District in Unguja, Zanzibar, Tanzania
This study investigates how participation in the fishing industry affects boys’ academic performance in the North “A” District of Zanzibar. It identifies the types of fishing-related activities undertaken by schoolboys, examines the socio-economic factors driving their involvement, and evaluates the consequences for their education. A mixed-methods approach was used, combining quantitative and qualitative data. The sample included 150 schoolboys selected through purposive and simple random sampling, along with nine key informants who contributed qualitative insights. Quantitative data were analysed using descriptive statistics such as frequencies and percentages, while qualitative data were examined through content analysis. Findings show that 73% of schoolboys are actively engaged in various fishing activities. Their participation is largely influenced by socio-economic factors, including household poverty, parental occupation, peer pressure, and prevailing community norms. The study further reveals that involvement in fishing negatively impacts academic performance. Key effects include increased absenteeism, reduced school attendance, fatigue, and poor concentration in class, which contribute to poor academic performance. The study concludes that boys’ engagement in fishing significantly undermines their educational outcomes, primarily due to economic pressures and social influences. To address this issue, it recommends the development of targeted interventions aimed at reducing child involvement in fishing while promoting alternative livelihoods for families. Additional recommendations include enforcing child labour laws, offering financial and educational support, introducing flexible learning programmes, raising awareness about the importance of education, and strengthening collaboration among government agencies, schools, NGOs, and community leaders.
Living with Giants: Community Perceptions of Elephants in the Nyerere National Park, Tanzania
This study examined community perceptions of elephants and elephant conservation in villages adjacent to Nyerere National Park in Tanzania, focusing on how human-elephant interactions shape these perceptions. A qualitative research design was adopted, using in-depth interviews, focus group discussions, and observation conducted in 2025 in Kisaki and Mngazi villages. Thematic analysis was used to interpret participants' lived experiences and the meanings attached to elephants and conservation. The findings show mixed perceptions, where some community members view elephants as an important economic asset linked to tourism and national revenue. At the same time, the majority perceive them as a threat due to recurrent crop raiding, livelihood losses, and risks to human safety. These negative experiences significantly shape attitudes toward elephant conservation, leading some participants to feel fear and resistance. Perceptions are influenced by direct exposure to conflict, livelihood dependence, and experiences of institutional response. The study is limited by its qualitative design and focus on two villages, which may limit generalisability to other contexts. However, the findings highlight the need for conservation authorities to strengthen human-elephant conflict mitigation strategies, improve benefit-sharing mechanisms, and integrate community experiences into conservation planning to promote coexistence.
Copyright (c) 2026 Matilda Demzee, Gideon Bulengela, Ritha Awe , John Lugis https://creativecommons.org/licenses/by-nc-sa/4.0