Factors influencing teachers’ adoption of digital technologies in Tanzanian special needs classrooms

Abstract

In the 21st century, teaching increasingly emphasises the use of digital technologies (DT) to enhance learning and equip students with digital skills.However, in developing countries like Tanzania, the adoption and competence of special needs (SN) teachers in DT integration remain limited.This study investigated the factors influencing the integration of DT in SN classrooms, focusing on both adoption and teacher competencies.A total of 80 pre-service and 7 in-service SN teachers in Dodoma, Tanzania, participated in a survey using an adapted questionnaire based on the Technological Pedagogical Content Knowledge (TPACK) and the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) frameworks.Findings indicated that SN teachers held positive attitudes and demonstrated high competencies in using DT.Technological Content Knowledge (TCK) significantly predicted actual technology use ( = .430,p < .001),while Technological Pedagogical Knowledge (TPK) strongly predicted behavioural intention to use DT ( = .802,p < .001).Despite this, challenges such as limited access to digital tools, a lack of authentic training, and a shortage of SN education technology experts were identified.The study recommends embedding technology-focused training into teacher education programs and providing practical, hands-on experiences to strengthen adoption.By combining TPACK and UTAUT2, this study offers a comprehensive understanding of DT integration among SN teachers in Tanzania.It contributes valuable insights to the field of inclusive education and teacher preparation in low-resource contexts.