Authors : Adnan Ali Adikata

Volume/Issue : Volume 11 - 2026, Issue 1 - January

Google Scholar : https://tinyurl.com/5a932ehf

Scribd : https://tinyurl.com/mrya94df

DOI : https://doi.org/10.38124/ijisrt/26jan029

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The COVID-19 pandemic precipitated unprecedented disruptions in educational systems worldwide, compelling institutions to embrace digital communication platforms as alternative modes of instructional delivery. Among these platforms, WhatsApp—initially developed for informal social interaction—emerged as an indispensable tool for remote teaching and learning, particularly within developing nations where robust e-learning infrastructures are either nascent or absent. This study investigates the post-pandemic integration of WhatsApp into pedagogical practices at Kampala International University in Tanzania (KIUT), with the aim of assessing its effectiveness as a learning support mechanism. Adopting a descriptive quantitative design, the study utilized structured questionnaires administered to a sample of 139 students drawn from the Faculties of Education and Legal Studies, and Computing, Management, and Social Sciences, yielding a 78% response rate. The results demonstrate overwhelmingly positive student perceptions of WhatsApp as an educational medium, highlighting its ease of access, interactive functionalities, and capacity to facilitate instantaneous communication. Respondents reported frequent use of the platform for academic collaboration, dissemination of learning resources, and lecturer-student interaction. Despite these benefits, the study identified notable constraints, including susceptibility to non-academic distractions, high internet data costs, and the absence of formal pedagogical structuring within the application’s design. The study concludes that WhatsApp possesses considerable potential to support and sustain blended learning models in higher education. Its long-term educational value, however, depends on its strategic integration into institutional learning management systems (LMS) and its deployment within clearly articulated pedagogical frameworks that align with institutional teaching and learning objectives.

Keywords : WhatsApp, Higher Education, Digital Learning, Blended Learning, Post-COVID-19, Tanzania, Student Perceptions.

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