DIGITALIZED AND COMPETENCE-BASED APPROACHES NERVOUSNESS IN CLASSROOM PRACTICES: A CASE OF HIGHER LEARNING INSTITUTIONS

Abstract

Innovation brought by technologies raised the demands for integrating digital tools with traditional didactics in classroom practices. Ultimately, the study in hand postulated to assess two objectives: Module instructors capabilities in the deployment of Competence-Based Approaches (CBA) and the utilization of digital instructional resources to support teaching and learning in the selected Higher Education Institutions (HEIs). The Phenomenological action research engaged a categorical sample size of 364 instructors who were relatively selected from four zonal locations of Pwani, Lake, Central, and Southern Highlands in Tanzania.  Further, the data were collected through an online Google form Likert questionnaire administered by the trained Classroom Representatives (CRs). Henceforth, Findings revealed the presence of adaptability dynamics from traditional approaches leading to nervousness; the prevailing use of the lecturing method, while digitalization exposition was limited to whiteboards as the medium of instruction. The conclusion was made on ensuring the continuous provision of training, technical, and material support to module instructors to develop Self-Determination (SD) and Self-Regulated (SR) for offsetting the dominant traditional approaches that lead to nervousness.