Perceived challenges in implementing the Tanzania’s 2023 revised competency-based curriculum for 21st -century skills development among primary school teachers in Tanzania: A case of Kyela District

Abstract

In Tanzania, the 2023 Revised Competency-Based Curriculum has been introduced to promote learner-centred teaching and develop 21st-century skills among learners. Nevertheless, there is a lack of sufficient evidence regarding how well teachers can implement the curriculum, considering the existing conditions in the schools. This research aimed to evaluate the challenges experienced by teachers in implementing the 2023 Revised Competency-Based Curriculum and its impact on the development of 21st-century skills in learners of primary schools in the Kyela district, Tanzania. This research was  informed by the Concerns-Based Adoption Model (CBAM) and Constructivist Learning Theory. The mixed-methods research approach that uses a convergent parallel design was used. Quantitative data were collected through questionnaires distributed to 49 respondents who were randomly selected, while qualitative data were collected through semi-structured interviews conducted with selected teachers and head teachers. Quantitative data were analysed descriptively and multiple regression analysis, while qualitative data were analysed using thematic approach It was found that lack of sufficient teaching and learning materials, inadequate Information and Communication Technology [ICT], lack of instructional materials, and lack of professional development were the major challenges facing curriculum implementation. This study also found that the mentioned challenges affected the development of critical thinking, creativity, communication, collaboration, problem-solving and digital literacy skills of the learners. Regression analysis indicated that participation in MEWAKA/TCPD programs, availability of resources, teacher collaboration, ICT and institutional support had significant effect on curriculum implementation. From this study, one can conclude that there is a great disparity between curriculum demands and classroom practice. This study suggests that there is need for improvement of professional development of teachers, availability of educational and ICT resources and institutional support systems to implement the new curriculum and develop 21st century skills among learners.