Digest: National Digital Education Guidelines for Schools and Teacher Colleges (2025)
NATIONAL DIGITAL EDUCATION GUIDELINES FOR SCHOOLS AND TEACHER COLLEGES - 2025
CLASSROOM-LEVEL TAKEAWAYS FOR TANZANIAN TEACHERS:
File:
1) Teaching is expected to shift beyond chalk & talk
Teachers are expected to use ICT to make lessons interactive — not just to substitute a textbook with a screen. Examples encouraged:
- Use simulations / videos to explain difficult concepts (e.g. science animations, geography maps)
- Use digital storytelling, online forums, recorded explanations, virtual labs
- Use project work and discussions supported by ICT tools (e.g. shared docs/LMS forums)
Frameworks expected:
- TPACK – tech + pedagogy + content together, not as add-ons
- SAMR – move from “substitution” (PowerPoint as chalkboard) → to “redefinition” (tasks made possible only via tech)
- UDL – design lessons to work for all learners, including those with disabilities
2) Teachers must integrate digital content and not wait for outsiders
Teachers are expected to:
- Create local digital content (lesson notes, tutorials, quizzes, screencasts)
- Share it on LMS/TIE platforms, not only use foreign materials
- Review and update digital materials based on learner feedback
- Use OER (Open resources) — adapt them, don’t reinvent all materials
3) Assessment should increasingly be digital
Teachers should begin to:
- Use digital quizzes, assignments and feedback tools
- Use both offline and online digital assessments
- Allow learners to track their own progress
- Use assistive options (text-to-speech, etc.) for inclusion
4) Teachers are expected to build their own ICT competence
Not optional — capacity building is expected:
- Participate in school/hub training, MOOCs, webinars
- Meet emerging national ICT competency standards
- Join teacher digital resource centres, CoPs, Hub Schools
- Showcase good practice and learn from peers (communities of learning)
5) Inclusive use — not just those with devices or in cities
Teachers should:
- Offer offline access when internet fails
- Use assistive technologies where needed
- Design activities where learners take turns or collaborate on limited devices
6) Teachers must use AI responsibly (not avoid it)
Teachers must:
- Teach learners AI literacy and ethics
- Use AI for planning, feedback, low-stakes tutoring — but not to replace teaching
- Align AI use with data privacy laws
- Use AI as support for differentiation, not as a blade for copying
7) Culture change is part of the teacher’s job
Teachers are not passive implementers — they must help drive:
- Positive attitudes in their schools toward ICT
- Involving parents and community in understanding digital learning
- Sharing good practice inside and across schools
In One Sentence
The Guidelines expect every teacher to actively and creatively use ICT to transform the way they plan, teach, assess, share, and grow — not just to “have ICT”, but to teach differently because of it.