Asian Journal of Education and Social Studies

This study focused on role of technology in fostering students’ self-employment skills through eco-schools programme’s practices in public primary schools in Mvomero District, Morogoro. The study used a pragmatic philosophy with a convergent research design under a mixed research approach guided by the Technology Acceptance Model (TAM). The study further collected data from ninety-eight (98) respondents using purposive sampling technique, simple random sampling technique, and stratified sampling technique. Descriptive statistical tests were employed for quantitative data, and thematic analysis procedures were used to analyze qualitative information. The study found that technology enhances self-employment skills among Eco-Schools students by improving communication, supporting teacher training, and promoting practical innovations like recycled drip irrigation. However, a major barrier is the severe shortage of technological tools in schools, which limits equal access to digital skills and hands-on experiences. The study concluded that technology significantly promotes self-employment skills in the ESP through improved communication, professional development, and practical innovations. Nonetheless, inadequate technological resources limiting students’ access to essential digital self-employment skills promotion are to be addressed for future self-reliant among learners. Subsequently, the study recommended that the government and relevant educational stakeholders should invest in improving technological infrastructure in public primary schools to ensure equitable access leading to SES promotion skills among students.