Asian Journal of Education and Social Studies

Open and Distance Learning (ODL) expands access to education for learners constrained by geographical location, employment, financial circumstances, or family responsibilities. However, effective curriculum implementation remains challenging in rural settings. This study examined the technological and environmental challenges affecting curriculum implementation in ODL programmes in Mbozi District, Tanzania. A qualitative case study design was employed, and approximately 30 ODL learners were selected purposively. Data were collected through semi-structured interviews and focus group discussions and analysed thematically. The findings showed that unreliable internet connectivity, high data costs, limited access to digital devices, inadequate ICT infrastructure, and insufficient digital literacy restricted learners’ access to materials, online participation, communication with instructors, and completion of academic tasks. Unfavourable learning environments also affected implementation through household distractions, inadequate study spaces, outdated or insufficient learning materials, weak learner support services, delayed feedback, and competing social responsibilities. These technological and environmental constraints were interconnected and often reinforced one another, thereby reducing learners’ sustained engagement with curriculum activities. Effective curriculum implementation in rural ODL programmes therefore requires integrated and context-sensitive interventions. Institutions should improve connectivity and access to devices, provide continuing digital literacy support, update learning materials, strengthen tutor communication and feedback systems, and adopt flexible learner-support strategies that recognise adult learners’ home, work, and family commitments. The findings should be interpreted within the specific context and participant group examined.