Integrating Missional Priorities into Theological Education: A Qualitative Case Study of Anglican Theological Colleges in Tanzania

Abstract

This study investigates the integration of missional priorities into theological education within Tanzanian Anglican institutions to develop curricula that are both contextually relevant and practically effective. Recognizing the growing need for theological education to engage with local socio-economic, cultural, and environmental realities, this research examines how curricula can be designed to equip future church leaders with the knowledge, skills, and attitudes necessary for effective ministry in diverse community settings. Employing a qualitative research approach, the study combines a comprehensive literature review, semi-structured interviews with educators, students, and church leaders, and case studies from three theological colleges, providing both theoretical insights and empirical evidence. The findings point to several important issues that hinder the successful integration of missional values.  Limited financial and material resources, inadequate curriculum contextualization to local socioeconomic realities, and inadequate missional theology training for faculty are major problems.  These obstacles make it more difficult for theological schools to give their students useful tools for social change and community involvement.  The Anglican Church's Five Marks of Mission—evangelism, teaching, service, justice, and environmental stewardship—are identified in the study as a crucial foundation for coordinating theological education with both spiritual and social goals, despite these challenges. By integrating these missional priorities into curricula, graduates can effectively address urgent community issues like poverty, social injustice, and environmental degradation by bridging the gap between theoretical instruction and practical ministry. The study concludes with actionable recommendations for enhancing theological education in Tanzania. These include comprehensive curriculum reform to integrate missional theology and practical applications, strengthened faculty development programs to improve pedagogical competence in missional training, resource mobilization through partnerships with local churches and community organizations, and the creation of structured opportunities for student engagement in community-oriented projects. By implementing these recommendations, theological institutions can foster mission-oriented education that is both contextually grounded and globally informed. Ultimately, such an approach will prepare church leaders who are theologically knowledgeable, socially aware, and equipped to promote meaningful change in their communities, thereby advancing the broader spiritual and social mission of the Anglican Church.