Design-based implementation research for digitally enabled education reform: teacher professional development in Tanzania
Document Type
Article
Department
Institute for Educational Development, East Africa
Abstract
Design-based implementation research (DBIR) offersa promising approach for refining and theorising theimplementation and scale-up of education interven-tions. However, integrating technology into nationaleducation reforms in resource-constrained contextsadds complexity, involving multiple government bod-ies, implementers and researchers with differing insti-tutional cultures. We examine how DBIR approachescan be enhanced to adapt to the complexity that tech-nology and scaling bring into nationally led educationinterventions. To achieve this, we evaluate the DBIRprinciples and processes used with the Tanzanian gov-ernment to design, implement and scale the nationaltechnology-supported teacher professional develop-ment programme. The intervention uses a LearningManagement System, which teachers are intended toaccess through smart devices. Realist evaluation oftwo DBIR cycles was undertaken through documen-tary analysis and reflective workshops with the DBIRteam (comprising international, Tanzanian and govern-ment researchers). The findings, presented as 10 con-text–intervention–mechanism–outcome statements,informed the development of the DBIR for digitally ena-bled education reform (DBIR4DEER) methodologicalguidelines. The discussion unpacks how DBIR4DEER contributes to the broader implementation researchand EdTech literature by demonstrating how its en-hancements from DBIR are well suited to navigateshifting government priorities, rapid scaling, technologi-cal turbulence and system-wide stakeholder dynamics.Recommendations include embedding different gov-ernment bodies into DBIR for stronger evidence uptake,anticipating intervention changes from the volatile tech-nology landscape, rigorously testing technology com-ponents before rollout and mapping spheres of controland influence as the intervention becomes unwieldy.DBIR4DEER offers practical guidance for researchers,implementers and policymakers seeking to strengthenEdTech implementation research in large-scale com-plex systems in low- and middle-income countries.
Publication (Name of Journal)
British Journal of Educational Technology
DOI
DOI: 10.1111/bjet.70057
Recommended Citation
Adam, T.,
Hennessy, S.,
Chachage, K.,
Massam, W. E.,
Swai, C.,
Mtenzi, F.,
Paskali, J. H.,
Komba, A.,
Koomar, S.,
Mwakabungu, F.
(2026). Design-based implementation research for digitally enabled education reform: teacher professional development in Tanzania. British Journal of Educational Technology, 57(3), 715-745.
Available at:
https://ecommons.aku.edu/eastafrica_ied/276
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