Asian Journal of Education and Social Studies

This study examined how the availability and use of digital devices support students’ access to electronic learning resources in public secondary schools in Singida Region, Tanzania. The study adopted a mixed-methods approach guided by a pragmatic research philosophy. Quantitative data were collected from 261 students through questionnaires, while qualitative data were obtained through semi-structured interviews with nine ICT teachers, nine heads of schools, and seven District Secondary Education Officers, supported by observation. The study was informed by the Unified Theory of Acceptance and Use of Technology (UTAUT), with attention to device availability, device utilisation, and facilitating conditions. Findings showed that desktop computers were the most accessible devices for students (M = 3.16, SD = 0.89). Smartphones followed (M = 2.88, SD = 1.13), while tablets recorded the lowest mean score (M = 2.76, SD = 1.01). The overall mean score for digital device availability and use was 2.93 (SD = 1.03), indicating moderate access. Facilitating conditions were generally inadequate, with an overall mean score of 2.55. The lowest-rated conditions were internet connectivity, with a mean score of 2.18, and reliable electricity supply, with a mean score of 2.31. Regression results showed that facilitating conditions significantly predicted students’ effective use of digital devices, with β = 0.559, p < .001, and R² = 0.312. The findings indicate that the presence of digital devices alone is insufficient to improve access to electronic learning resources. Reliable electricity, internet connectivity, technical support, adequate laboratory time, and appropriate device access remain important conditions for strengthening digital learning in public secondary schools in Singida Region.