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Enhancing gender equity in succession planning for sustainable growth of SMEs in Tanzania

Published online: MARCH 2026

Regina Christopher Malima, The Open University of Tanzania

DOI: http://doi.org/10.5281/zenodo.18867548

Abstract

Gender-equitable succession planning is vital for the sustainability of Small and Medium-Sized Enterprises (SMEs) in Tanzania. This study, conducted in Kahama District, examined gender equity and succession planning practices in 50 SMEs using interviews, focus groups, and questionnaires. Descriptive statistics and Likert scale analysis revealed a strong awareness of gender equity but limited involvement of female family members in succession planning. While over 50% of participants recognized the importance of gender equity, traditional norms continue to favour male lead-ership. Varied responses on gender roles indicated differing attitudes among SME owners. The study highlights the persistence of gender bias and a general lack of awareness about effective, inclusive succession planning methods. To address this gap, SMEs should integrate gender equity into their strategies through educational initiatives, public awareness campaigns, and financial incentives aimed at fostering inclusive leadership and enhancing the participation of women in business succession.

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Malina, R. C. (2026). Enhancing gender equity in succession planning for sustainable growth of SMEs in Tanzania. Journal of Contemporary Education Theory & Research, 9(1), 3–10. http://doi.org/10.5281/zenodo.18867548

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Internationalisation in education: Assessing English as a foreign language (EFL) teacher education curriculum

Published online: MARCH 2026

Mohammad Mareye, University of Surrey, Guildford, United Kingdom & Assiut University, Assiut, Arab Republic of Egypt

DOI: http://doi.org/10.5281/zenodo.18867588

Abstract

The current research investigates how international-mindedness is represented in the Egyptian teacher education (TE) curriculum as a core concept in international education. I adopted qualitative methodology, with thematic analysis being the method of data analysis. I conducted a document analysis of preservice English teacher education curricula using international-mindedness (IM) as a framework. The analysis included internal bylaws of the Faculty of Educa-tion, Assiut University, Egypt. Findings suggest that English teacher education curricula did not include refer-ences/indications to IM competencies excluding some implicit indications. Conclusions and recommendations high-light the need for curricular changes in the curricula to reflect better/represent IM.

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Mareye, M. (2026). Internationalisation in education: Assessing English as a foreign language (EFL) teacher education curriculum. Journal of Contemporary Education Theory & Research, 9(1), 11–23. http://doi.org/10.5281/zenodo.18867588

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Integrating digital media in foreign language teaching: Teachers’ perceptions of digital competence

Published online: MARCH 2026

Migena Alimehmeti, University of Tirana, Faculty of Foreign Languages, Tirana, Albania, Kleada Agasi, University of Tirana, Faculty of Foreign Languages, Tirana, Albania

DOI: http://doi.org/10.5281/zenodo.18867463

Abstract

The purpose of this study is to identify aspects related to teachers’ digital competencies in the pre-university system. A questionnaire was administered to 100 teachers across primary and secondary schools, focusing on: current practices in using digital platforms and tools, teachers’ level of training and digital competence, and their perceptions of the impact of digital media on the teaching process. Findings indicate that while many teachers are aware of and employ digital resources, their use remains limited and uneven. Teachers demonstrate knowledge of essential digital skills, such as the critical evaluation of resources, ethical use of information technologies, and openness to continuous professional devel-opment. However, gaps remain in consistent application, access to infrastructure, and confidence in integrating new tools into everyday teaching. These findings highlight the need for targeted and continuous professional development programs, improved digital infrastructure, and institutional support to strengthen teachers’ digital competence and ensure the effective integration of digital media in foreign language education.

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Allimehmeti, M. & Agasi, K. (2026). Integrating digital media in foreign language teaching: Teachers’ perceptions of digital competence. Journal of Contemporary Education Theory & Research, 9(1), 24–29. https://doi.org/10.5281/zenodo.18867463

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