Recently, Tanzania has experienced the emergence of digitization across sectors, including the education sector. The use of digital admission systems in higher education institutions has enhanced service and transparency for applicants. Applicants encounter several difficulties when interacting with admission-related systems. This paper examined the challenges faced by first-year applicants during and after the higher learning institution admissions window opened. Within this context, quantitative and qualitative approaches were utilized, and data were collected from first-year students and continuing students at Tabora Municipal Council. Results showed that limited access to digital devices, low levels of digital literacy, inadequate internet access, and the high cost of internet data (technological, infrastructural, and socio-economic factors) were among the factors that significantly hindered the effective use of these systems, as reported by applicants from rural and low-income backgrounds. Also, the paper provides context-specific evidence for the discourse on digital inclusion and practical recommendations to enhance the accessibility, usability, and inclusiveness of higher learning institutions’ application systems in Tanzania.
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