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Embracing E-learning in Zimbabwe’s Science Teacher Capacity Development Programmes: A Systematic Literature Review Chikuvadze, Pinias; Permana, Erwin Putera; Makuvire, Claretah; Mugijima, Samuel
Jurnal Simki Pedagogia Vol 8 No 1 (2025): Volume 8 Nomor 1 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v8i1.1080

This paper explores the embracing of e-learning in Zimbabwe's science teacher capacity development programmes, probing the opportunities and challenges. The discussion in this paper grounded in a systematic literature review to provide a holistic view through the use of the PRISMA 2020 checklist ensured transparency and consistency in selecting the 64 sources from databases (DOAJ, DHTE, IBSS, Scielo SA, Scopus and WoS). This provides a comprehensive interrogation of the issue at the centre of discussion. The paper highlights e-learning and how to embrace it in science teacher capacity development. In addition, it outlines approaches used to embrace e-learning in science teacher capacity development. This creates the need to look at how e-learning can enhance accessibility, reduce costs, and improve science teacher capacity development outcomes. However, substantial challenges such as limited access to the internet connection, scarce technological set-up and resistance to transformation from both science teachers were acknowledged. In conclusion, by embracing e-learning in Zimbabwe's science teacher capacity development programmes it creates a platform for promoting education and training. It can be recommended that the stakeholders involved in science teacher capacity development programmes need to establish a strong collaboration such that they can address the identified challenges. Therefore, the use of the right approaches to embracing e-learning in science teacher capacity development programmes can be a game changer in science learning activities.

Imperatives for Higher Education Community Engagement in SADC: A Systematic Review Mutseekwa, Christopher; Chikuvadze, Pinias; Makuvire, Claretah
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i2.46

Higher education is increasingly anticipated to engross local and transnational societies. In African higher education spaces, local higher education community engagements involving collaborative partnerships are beginning to gain momentum, while transnational ones are limited. This is despite a call from growing scholarship for ‘boundary-spanning’ approaches in higher education community engagement to co-create blended social spaces where countries can join forces to advance common aspirations. This systematic review examined the provisions of the Southern African Development Community (SADC) Protocol on Education and Training to support transnational higher education community engagement. Following the PRISMA 2020 statement, the study analysed articles published in Science Direct, Google, and Google Scholar from 1996 to 2024 to explore the imperatives for higher education community engagement in SADC. The review selected papers grounded on relevance to the study focus, availability, and article type. Restricted articles and those with a focus on K-12 community engagement were generally left out. The final synthesis included 70 articles. Data generated were analysed according to the deductive-inductive content analysis approach. The findings of the review show that the SADC Protocol (1997) provided for principles such as sustainability, cooperation, academic freedom, equity, and quality education as a basis for the establishment of regional centers for specialization and excellence, effective accountability systems, cutting-edge research and collaboration, and the harmonization of the SADC education system. Further findings reveal that the diversity in conceptualization, and lag in community engagement scholarship by some member states posed a challenge to the regional collaboration aspirations endeavored by the Protocol (1997). The study findings underscore the need for SADC countries to rekindle and strengthen regional collaboration initiatives to bolster the scholarship of community engagement in higher education.

Transformative Leadership in the Sustainable Development of Early Childhood Education Teachers in South Africa: A Systematic Literature Review Chikuvadze, Pinias; Makuvire, Claretah; Mutseekwa, Christopher; Zuva, Joseph
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.111-01

Purpose – This paper sought to provide an overview and arguments of prevailing South Africa’s higher education initiatives, focusing on transformative leadership’s influence on sustainable Early Childhood Development (ECD) teacher development emphasizing partnership, empowerment, and shared vision.Design/methods/approach – This paper is grounded in a systematic review approach based on the selected keywords. 180 articles written in English and published between 2007 and 2024 in DHTE, Scopus, WoS, DOAJ, and Scielo SA databases were targeted as potential sources for this study. Systematic review guidelines were used to reduce them, focusing on topics, abstracts, and issues. The selected 80 articles were analysed independently for reliability and transferability. In addition, content analysis was used to construe the influence of transformational leadership on sustainable ECD teacher development within South Africa. Findings – The findings reveal that the rationale for adopting transformative leadership in sustainable ECD teacher development in higher education is grounded in the culture of continuous learning and professional growth. This encourages reflection and self-assessment among teachers, helping them to evaluate their practices and adapt to meet students' needs better, which is crucial for sustainable development. In addition, this leadership style addresses social justice issues by advancing inclusive and equitable educational practices. It was acknowledged that this supports ECD teachers in developing their knowledge, skills and values. This enhances teachers’ teaching practices thereby contributing to sustainable ECD educational outcomes. Research implications/limitations – The review acknowledges the limitation of possible interpretive bias and recommends the need to explore further how transformative leadership can be adopted into the contemporary ECD curriculum. Practical implications – This provides insights for policymakers, curriculum developers, and teachers with an emphasis on how transformative leadership can influence the quality of the ECD teacher development programme in South Africa. Originality/value – This review contributes to the field by highlighting a largely overlooked transformative leadership style and suggesting how its influence can inform the creation of sustainable ECD teacher development.Paper type Literature review

Impact of Climate Change on the Livelihoods of Learners from Child-Headed Families at a Selected Secondary School, Zimbabwe Makamure, Annamaria; Chikuvadze, Pinias; Makuvire, Claretah
Journal of Educational Research and Practice Vol. 3 No. 3 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i3.407

This study aimed to explore the impact of climate change on the livelihoods of secondary school learners from child-headed families. Anchored in a qualitative approach, data were collected through document analysis and in-depth interviews. Purposive sampling ensured the inclusion of 15 learners from child-headed families and 5 class teachers to achieve data triangulation. Thematic analysis of the findings revealed that participants perceived climate change as the long-term alteration of global weather patterns caused by human activities and natural factors. Climate change exacerbated food insecurity among these learners due to increasing droughts and extreme weather events disrupting agriculture. Participants reported emotional and psychological stress linked to climate-related challenges but highlighted adaptive strategies such as sustainable agricultural practices, community support, and participation in resilience-building educational programmes. The findings concluded that climate change significantly disrupts livelihoods by intensifying food insecurity, water scarcity, and economic hardships, limiting educational opportunities and overall well-being for learners in child-headed households. To address these issues, the study recommends promoting food security programmes and providing educational opportunities focused on climate adaptation to enhance resilience among affected learners. This study underscores the urgent need for targeted interventions to mitigate the adverse impacts of climate change on vulnerable populations.

Catalysing innovation: Infusing entrepreneurial skills into science learning in Eswatini’s selected secondary schools Pazvakavambwa, Tabetha N.; Chikuvadze, Pinias; Makuvire, Claretah; Mudavanhu, Young
Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): Contextual, Socio-Cultural, and Pedagogical Dynamics in Teaching and Learning
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i1.92

Despite increasing global stress on education that nurtures innovation and empowerment, Science, Technology, Engineering, and Mathematics (STEM) curricula remain largely disengaged from entrepreneurial settings. This study explores the infusion of entrepreneurial skills into science learning to catalyse innovation in Eswatini’s selected secondary schools. Anchored in a mixed-methods approach, this study collected data through questionnaires, interviews, and literature methods. Through the use of a comparative matrix, results from the reviewed literature were triangulated with questionnaire data and qualitative responses by aligning developing themes. The stratified random sampling technique was used to select 30 respondents. Quantitative data were analysed using descriptive statistics, qualitative responses underwent thematic analysis, and literature data were analysed through systematic content analysis. Results revealed a high level of awareness among teachers regarding the importance of entrepreneurial skills in science learning. Additionally, respondents reported employing innovative pedagogical strategies, including inquiry-based and project-based learning, to promote entrepreneurship-oriented instruction. The study highlighted the necessity for strategic policy reforms and sustained professional development to equip science teachers with the requisite skills and support. It advocates for the creation of collaborative, interdisciplinary learning environments that nurture both scientific inquiry and entrepreneurial thinking. Ultimately, the research concludes that entrepreneurial skills are being infused into science learning to a considerable extent to catalyse innovation. This study advances STEM education reform by integrating entrepreneurial skills into Eswatini’s science curriculum. The results offer valuable insights for policymakers, teachers, and curriculum developers seeking to align science learning with the national innovation and economic development agenda.

Reimagining Early Childhood Education in Southern Africa: Transforming Fragmented Curriculum through Cultural Pedagogy Chikuvadze, Pinias; Mutseekwa, Christopher; Makuvire, Claretah; Zuva, Joseph
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i1.209

Background of the study: This paper centres on cultural pedagogy and its influence on transforming fragmented approaches into holistic, inclusive frameworks that nurture identity, community values, and lifelong learning. Aims and scope of paper: This study aims to transform fragmented Early Childhood Education (ECE) curricula in Southern Africa by embedding cultural pedagogy that nurtures holistic child development and strengthens cultural identity. It focuses on examining existing frameworks to identify gaps in cultural relevance while exploring indigenous knowledge systems, storytelling, play, and community-based practices as tools for curriculum transformation. Finally, the study sought to propose an integrated model that fosters identity formation, social cohesion, and lays strong foundations for lifelong learning. Methods: A systematic review approach guided by the PRISMA framework was employed to cross-examine 79 sources purposively selected from targeted databases (Scopus, Web of Science, DOAJ, AJOL, and Scielo, SA). Thematic analysis was employed to identify trends and gaps linked to cultural pedagogy and curriculum transformation in ECE across Southern Africa. Results: Based on the results, it was drawn that Ubuntugogy and chat theory formed the theoretical underpinning of cultural pedagogy in the ECE space. It was also revealed that curriculum fragmentation and pedagogical marginalisation were influenced by the historical, structural, and institutional factors. The results acknowledged the significance of language, storytelling, music, and play in nurturing culturally grounded ECE. In addition, the reviewed sources argued for inclusive curriculum frameworks, integration of cultural pedagogy into ECE policies, and a paradigm shift towards child-centred and community-based learning. Lastly, the selected sources emphasised the challenges and opportunities in redefining fragmented ECE curriculum across Southern Africa. Contribution: This study contributes by providing a culturally responsive framework that addresses fragmented early childhood curricula in Southern Africa. It offers practical insights for educators, policymakers, and communities to design inclusive programmes that strengthen identity, social cohesion, and lifelong learning foundations.

Transformative Leadership in the Sustainable Development of Early Childhood Education Teachers in South Africa: A Systematic Literature Review Chikuvadze, Pinias; Makuvire, Claretah; Mutseekwa, Christopher; Zuva, Joseph
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.111-01

Purpose – This paper sought to provide an overview and arguments of prevailing South Africa’s higher education initiatives, focusing on transformative leadership’s influence on sustainable Early Childhood Development (ECD) teacher development emphasizing partnership, empowerment, and shared vision.Design/methods/approach – This paper is grounded in a systematic review approach based on the selected keywords. 180 articles written in English and published between 2007 and 2024 in DHTE, Scopus, WoS, DOAJ, and Scielo SA databases were targeted as potential sources for this study. Systematic review guidelines were used to reduce them, focusing on topics, abstracts, and issues. The selected 80 articles were analysed independently for reliability and transferability. In addition, content analysis was used to construe the influence of transformational leadership on sustainable ECD teacher development within South Africa. Findings – The findings reveal that the rationale for adopting transformative leadership in sustainable ECD teacher development in higher education is grounded in the culture of continuous learning and professional growth. This encourages reflection and self-assessment among teachers, helping them to evaluate their practices and adapt to meet students' needs better, which is crucial for sustainable development. In addition, this leadership style addresses social justice issues by advancing inclusive and equitable educational practices. It was acknowledged that this supports ECD teachers in developing their knowledge, skills and values. This enhances teachers’ teaching practices thereby contributing to sustainable ECD educational outcomes. Research implications/limitations – The review acknowledges the limitation of possible interpretive bias and recommends the need to explore further how transformative leadership can be adopted into the contemporary ECD curriculum. Practical implications – This provides insights for policymakers, curriculum developers, and teachers with an emphasis on how transformative leadership can influence the quality of the ECD teacher development programme in South Africa. Originality/value – This review contributes to the field by highlighting a largely overlooked transformative leadership style and suggesting how its influence can inform the creation of sustainable ECD teacher development.Paper type Literature review

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