Moses, I., Admiraal, W., Berry, A., & Saab, N. (2019). Student-teachers’ commitment to teaching and intentions to enter the teaching profession in Tanzania. South African Journal of Education, 39(1), 1-15

Moses, I., Berry, A., Admiraal, W., & Saab, N. (2021). Teacher Education and Student Teachers' Commitment to Teaching: A Thematic Literature Review. Africa Education Review, 18(3-4), 1-18.

Urio, P. J., & Moses, I. (2024). Transforming Gender Relations and Dynamics Through Active Learning: A Case Study of the Effects of Gender Responsive Pedagogy Training at Dar es Salaam University College of Education (DUCE) in Tanzania. In Gender-Inclusive Higher Education in Tanzania (pp. 146-162). Routledge

Swai, C., & Moses, I. (2021). Undergraduate Female Student-leaders in Higher Education: Leadership Identity and Development in Tanzania. Journal of Education, Humanities & Sciences (JEHS), 10(2)

Mlyakado, B. P., & Mwandambo, I. M. (2023). Student Teachers’ Experiences of Mentorship during Teaching Practice in Tanzania. Papers in Education and Development, 41(2), 76-93.

Onditi, H. Z., Mwandambo, I. M., Nkuba, M. G., Mlyakado, B. P., Masath, F. B., & Kyaruzi, E. S. (2025). Community perspectives on Female Genital Mutilation in the Kuria community in Kitunda – Dar es Salaam City, Tanzania. Culture, Health & Sexuality, 1–11. https://doi.org/10.1080/13691058.2025.2537394

Kihwele, G., Mjege, K., & Moses, I. (2025). Pre-service teachers’ Conceptualization of Gender-Responsive Pedagogy as a Strategy for Achieving Gender Equality in Classrooms. Cogent Education

Kafyulilo, A. C., Rugambuka, I. B., & Moses, I. (2013). Implementation of competency-based teaching in Morogoro teachers’ training college, Tanzania. Makerere Journal of Higher Education, 4(2), 311-326

Onditi, H. Z., Moses, I., & Masatu, F. B. (2014). Psychosocial stressors and help-seeking behavior among undergraduate student teachers in Tanzania. Int J Learn Dev, 4(1), 98-114

Moses, I., Admiraal, W. F., & Berry, A. K. (2016). Gender and gender role differences in student–teachers’ commitment to teaching. Social psychology of education, 19(3), 475-492

Moses, I., Berry, A., Saab, N., & Admiraal, W. (2017). Who wants to become a teacher? Typology of student-teachers’ commitment to teaching. Journal of Education for teaching, 43(4), 444-457

Moses, I., Urio, P. J., & Murphy, S. P. (2024). Gender equality practices in higher learning institutions in Tanzania: Opportunities and challenges. Gender-Inclusive higher education in Tanzania, 15-38.

Moses, I., & Smalen, C. (2024). Knowledge Mapping of African Theories on Masculinities and Femininities: A Scoping Review. Gender-Inclusive Higher Education in Tanzania, 72-94

Urio, P. J., & Moses, I. (2024). Transforming Gender Relations and Dynamics Through Active Learning: A Case Study of the Effects of Gender Responsive Pedagogy Training at Dar es Salaam University College of Education (DUCE) in Tanzania. In Gender-Inclusive Higher Education in Tanzania (pp. 146-162). Routledge

Murphy, S. P., Urio, P. J., Darkwa, I., Raphael, C., & Moses, I. (2024). The Promise and Perils of a Feminist Participatory Action Research Project: Insights from the GATE Project. In Gender-Inclusive Higher Education in Tanzania (pp. 97-114). Routledge

Mudawi, S., Murphy, S. P., Urio, P. J., & Moses, I. (2024). Exposing and Unpacking Accounts of Gender Stereotyping in a Teacher-Training College–Tanzania. Gender-Inclusive Higher Education in Tanzania: Transforming Academia

Chua, C., Devine, C., Urio, P. J., Moses, I., & Murphy, S. P. (2024). To What Degree Do Students' Perceptions of Gender Norms Influence Their Participation in Higher Learning? Case Study of Trainee-Teachers in Tanzania. In Gender-Inclusive Higher Education in Tanzania (pp. 129-145). Routledge.

Murphy, S. P., Urio, P. J., & Moses, I. (2024). The Slow Path of Progress from Institutionalising Gender Mainstreaming to Internalising Equitable Gender Norms: A Case Study of a Tanzanian Higher Education Institution. In Gender-Inclusive Higher Education in Tanzania (pp. 163-180). Routledge.