NONE

Name
LEATITIA GABRIEL MASHAZA

Academic Rank
Assistant Lecturer

Department
Educational Psychology and Curriculum Studies (EPCS)

Biography

Biography

Leatitia Gabriel Mashaza is an Assistant Lecturer in the Department of Educational Psychology and Curriculum Studies at the Dar es Salaam University College of Education (DUCE). She is currently pursuing her PhD in Education at the University of Dar es Salaam, with a research focus on the teaching and learning of environmental education in teacher colleges in Tanzania. She holds a Master of Social Science Education from Western Norway University of Applied Sciences and an M.A. in Education from the University of Dar es Salaam. She also holds a Bachelor degree in Arts with Education from the University of Dar es Salaam, and a Diploma in Education from Butimba Teachers’ College. Her teaching areas include curriculum studies and practices, environmental education, social science teaching methods, and learner-centred pedagogy. She has participated in various international and local training programmes on sustainable development and education.

Contacts

Email:

Email Address
leatitia.mashaza@duce.ac.tz

Mob:

Research Interest

Research Interest
Environmental education, curriculum studies and practices, learner-centred pedagogy, social science pedagogy, climate change, sustainable development, teacher education.

Google Scholar

View Profile

Projects

Projects
  • Assistant researcher, MAARIFA PROJECT (2024): An exploration of the barriers children face in accessing pre-primary education  in Tanzania.
  • Assistant researcher, Hakielimu (2018): Assessment of Learning and Teaching Environment for Pre-Primary Education in Tanzania
  • Research assistant, Save the Children (2013): National Survey on the Drivers and Consequences of Child Marriage in Tanzania
  • Assistant researcher, Hakielimu (2014): Research on teaching effectiveness in primary and secondary schools in Tanzania

Publications

Publications

Mjege, K., & Gabriel, L. (2025). Using ecological civilization and Freirean ecopedagogies to transform EPs in Tanzania: A critical reflection on current status, opportunities, and challenges. Springer Nature Singapore Pte Ltd., 1–16.

Kayombo, J. J., Iftekhar, S. N., & Mashaza, L. G. (2025). Integrating environmental education for sustainability: Bridging theory, practice, and political engagement in Tanzanian secondary schools. Oslo Metropolitan University. https://www.oslomet.no


Mashaza, L. G., Bhalalusesa, E., & Nzima, I. (2024). Exploring the constraints and mitigation measures in the teaching and learning of environmental education in selected teachers’ colleges in Tanzania. Papers in Education and Development, 42(1).

Amani, J., Luvanga, B., Kihaga, H., Ndeskoi, T., & Gabriel, L. (2023). Why do academics fail to plan for retirement? Employers' and employees' views. Journal of Aging Studies, 64, 101103.

Mashaza, L. G. (2017). Theoretical perspectives on critical thinking teaching: Reflections from field experiences from a Norwegian lower secondary school in comparison to Tanzanian secondary school teaching practices. Journal of Education and Learning, 11(3), 312–318.

Gabriel, L. (2013). Assessment of the Implementation of Learner-Centred Teaching Approaches in Secondary Schools in Kibondo, Tanzania. Journal of Education, Humanities and Sciences, 2(1), 1–15.