Deogratias I. Gasto was born in Kagera, Tanzania in 1981. He received the Bachelor of Law Degree (LL.B) from Ruaha University College, Tanzania, in 2009, the Master of Laws (LL.M) from the University of Dar Es Salaam, Tanzania, in 2013 and PhD in Law from the University of Dodoma, Tanzania in 2021.

In 2010, he joined the University of Dodoma as a Tutorial Assistant in the then Department of Law (now the School of Law) where he has been teaching, engaged in research and consultancies. Since then, he has been promoted and appointed to various positions within the University including the Head of Department of Law (2014-2016), Acting Dean, School of Law (2016-2017) and currently is coordinating research, publication and consultancies at the School of Law. For more than 13 years, he has taught various law courses at the University of Dodoma and, on part time basis, at St. Johns’ University and the Institute of Finance Management (IFM).

In several occasions, Gasto has been consulted and actively participated in constitutional, development, peace and security and education dialogues organized by government and non-government agencies and institutions including Legal and Human Rights Centre (LHRC), Tanzania Teachers Union (TTU) and Firedrich Ebert Stiftung (FES).

His areas of interest in teaching, research and consultancy include regional integration law, international migration law, refugee law, insurance law, capital markets and securities law and international criminal law. He has actively participated in a number of research and consultancy activities including the Baseline Study on Water Supply & Sanitation Facilities in 20 Tanzania mainland towns by GFA Consulting Group, GTZ and Ministry of Water and Irrigation (2010); and Citizens Engaging in Government Oversight (CEGO) Project by PELUM Tanzania and USAID (2014). He has also attended special trainings including: “Improving Inclusive Learning in Higher Education Institutions in Tanzania” (Dodoma, 2016), “Disability in African Context” (Pretoria, SA, 2016) “Clinic Education” (Harare, 2016).