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Ayubu Ngao

Name
ayubu.ngao@muce.ac.tz

Academic Rank
Lecturer

Department
Educational Foundations and Management

Biography

Biography

Dr. Ayubu Ismail Ngao serves as a lecturer in the Department of Educational Foundations and Management within the Faculty of Education at Mkwawa University College of Education (MUCE), Iringa, Tanzania. He holds a Bachelor of Education in Economics and Mathematics (BEEM) from Mzumbe University, a Master of Education from Zhejiang Normal University, China, and a Doctor of Philosophy (PhD) in Teacher Education from Beijing Normal University, China. In his current role, he teaches advanced courses in comparative education, teacher ethics and professionalism, and the philosophy of education to both undergraduate and postgraduate students.

 

He has actively contributed to international research projects, including a significant initiative on project-based learning for primary and secondary schools in China and a grant-funded study examining digital competence among pre-service teachers. Dr. Ngao also serves as a reviewer for several local and international academic journals and has co-authored book chapters on educational technologies and policy responses in higher education.

Contacts

Email:

Email Address
ayubu.ngao@muce.ac.tz

Research Interest

Research Interest
Teacher Education, ICT integration, Comparative Education, Educational Policies, and Instructional innovation

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Projects

Projects

  • 2022 – 2025: Co-researcher on project-based learning for primary and secondary schools in China, implemented to school leaders on the implementation of PBL in their schools. 

  • 2023 – 2024: Co-researcher on the «Ming Yuan Educational Grant Program», investigating the status of digital competence for pre-service teachers in Tanzania. 

Publications

Publications

  • Ngao, A. I. (2025). A structural equation modeling of pre-service teachers attitudes toward the use of digital technologies: a survey study in Tanzania. Cogent Education, 12(1), 2543130. https://doi.org/10.1080/2331186X.2025.2543130

  • Ngao, A. I., & Sang, G. (2024). How teachers enhance ICT integration practices within professional learning communities: a qualitative study in Tanzania. Journal of Professional Capital and Community, 9(4), 377-397. https://doi.org/10.1108/JPCC-04-2023-0029

  • Ngao, A. (2025). Fostering a Synergistic Paradigm: A Review of Globalisation Practices in Teacher Education Programmes. Education: Journal of Teaching and Learning, 1(1), 123-140. https://ejtl.udsm.ac.tz/index.php/ejtl/article/view/68 

  • Ngao, A. I., Sang, G., & Kihwele, J. E. (2022). Understanding teacher educators’ perceptions and practices about ICT integration in teacher education program. Education Sciences, 12(8), 549. https://doi.org/10.3390/educsci12080549

  • Ngao, A. I., & Sang, G. (2023). Understanding the approaches towards internationalization of higher education in China: A review. Beijing International Review of Education, 4(4), 629-653. https://doi.org/10.1163/25902539-04040008

  • Zhang, X., Li, D., Wang, C., Jiang, Z., Ngao, A. I., Liu, D., ... & Tian, H. (2023). From ChatGPT to China’sci-tech: Implications for Chinese higher education. Beijing International Review of Education, 5(3), 296-314. https://doi.org/10.1163/25902539-05030007

  • Ngao, A., Sang, G., Tondeur, J., Kihwele, J. E., & Chunga, J. O. (2023). Transforming Initial Teacher Education Program with Mobile Technologies. A synthesis of qualitative evidences. Digital Education Review, (43), 18-36. https://doi.org/10.1344/der.2023.43.18-34

  • Chunga, J. O., & Ngao, A. I. (2021). Motives, benefits, and challenges of Higher Education expansion in China. International Journal of Humanities and Innovation (IJHI), 4(4), 162-168.

  • Ngao, A. I., & Chunga, J. O. Determining the Role of Teacher Educators in Developing Critical Thinking to Preservice Teachers.

  • Ngao, A. I., & Xiaohong, T. (2020). Teacher education in Tanzania: Pre-service teacher preparation for the 21st century. Teacher Education, 11(11).

  • Kihwele, J. E., & Ngao, A. I. (2022). Pedagogical Adaptation in Higher Learning Institutions During the COVID-19 Pandemic in Tanzania. In Comparative Research on Educational Policy Responses to the COVID-19 Pandemic: Eastern vs. Western Perspectives (pp. 38-67). IGI Global Scientific Publishing.

  • Tamur, M., Ngao, A. I., & Castulo, N. J. (2025). The Future of Augmented Reality Immersive Technology-Based Mathematics Learning: A Meta-Analysis Study. JTAM (Jurnal Teori dan Aplikasi Matematika), 9(3), 1013-1027.