Governing student incivility in Tanzanian higher education

Student incivility in higher education poses significant challenges to teaching effectiveness, student engagement and the overall learning environment. This qualitative study, conducted in Tanzanian higher education, examined the drivers of student incivility and strategies for addressing it. Data were collected through focus group discussions with undergraduates and interviews with academic staff and institutional leaders. The findings suggest that incivility emerges from the interaction of socioeconomic pressures, institutional constraints, faculty practices and individual student characteristics, often manifesting as disengagement and ineffective study practices. Guided by social control theory, these behaviours are interpreted as outcomes of weakened social bonds, including attachment, commitment, involvement and belief. Therefore, addressing incivility requires a holistic and coordinated approach that extends beyond punitive measures. Key strategies include adopting student-centred pedagogies, clearly communicating behavioural expectations and strengthening academic support through study skills training, counselling, academic advising and peer mentoring to foster respectful, inclusive and productive learning environments.