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All Journal Indonesian Journal of Learning Education and Counseling Jurnal Simki Pedagogia Edukasi
Mugijima, Samuel
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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

Abstract

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.
Adoption of e-learning in Zimbabwe’s higher education: Opportunities and challenges Chikuvadze, Pinias; Zuva, Joseph; Mugijima, Samuel; Rusike, Patrick C.
Indonesian Journal of Learning Education and Counseling Vol. 7 No. 2 (2025): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v7i2.2955

Abstract

This paper explores the adoption of e-learning in Zimbabwe's higher education, examining the opportunities and challenges associated with its implementation in the teaching and learning process. The paper was grounded in a systematic review approach, which provides a holistic view of the issue under investigation. In this regard, the PRISMA 2020 checklist ensured transparency and consistency in selecting the 60 papers from databases (Scopus, DOAJ, DHTE, WoS, Scielo SA, and IBSS). In addition, this approach ensured that all the crucial aspects of the issue under investigation were included in the analysis and discussion. The paper highlights e-learning as a concept and its process in the context of higher education. It also articulated a multifaceted approach that can be employed to enhance the adoption of e-learning in higher education. This led to the interrogation of the potential of e-learning to enhance accessibility, reduce costs, and improve educational outcomes. However, it also identifies significant barriers, including limited internet connectivity, inadequate technological infrastructure and resistance to change from both lecturers and students. In conclusion the adoption of e-learning in Zimbabwe's higher education presents both significant opportunities and notable challenges. To unlock the full potential of e-learning, policymakers, educational institutions and stakeholders need to collaborate in addressing these challenges. Ultimately, with the right approach, e-learning can play a transformative role in improving the quality and accessibility of higher education in Zimbabwe, contributing to broader educational socio-economic development targets.
Quality assurance practices as drivers for technical - vocational education and training’s transformation in Zimbabwe Chikuvadze, Pinias; Mugijima, Samuel; Christopher, Mutseekwa; Joseph, Zuva
Edukasi Vol. 19 No. 2 (2025): Educational Psychology & Educational Technology
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v19i2.25522

Abstract

  Background - This paper was motivated by the relevance of quality assurance (QA) in enhancing the quality of instruction in Technical and Vocational Education and Training (TVET).  It is in this context that we sought to gain insight into the function of QA procedures in catalysing the transformation of TVET in Zimbabwe, with a focus on the opportunities and challenges.   Research Urgency - QA is crucial in transforming Zimbabwe’s TVET system to meet global standards and close skills gap. Thus, strengthened procedures will align TVET with industry needs and drive economic development.  Research Objectives - The purpose of the study is to examine the role of QA procedures as a catalyst in transforming Zimbabwe’s TVET system for improved effectiveness and relevance. Research Method - To gain an all-inclusive view of the issue under investigation the researchers opted to ground this paper in a systematic review approach. In this respect, the PRISMA 2020 checklist guaranteed uniformity and transparency in choosing the 50 sources from carefully chosen databases (WoS, DOAJ, and Scopus). The finding revealed that in TVET programmes QA procedures were implemented through curricula development, accreditation, and assessment. Research Findings - Based on the results, it was revealed that in TVET programmes, QA procedures were implemented through curricula development, accreditation, and assessment. From the findings it was noted numerous opportunities existed in TVET programmes to enhance the implementation of QA procedures. Additionally, this paper identifies the challenges, such as resource limitations, the need for continuous professional development, and the configuration of TVET outputs with job market demands. Conclusion - It can be concluded that QA procedures are an essential catalyst for the transformation of TVET in Zimbabwe. Thus, by embracing opportunities for improvement and leveraging best procedures, Zimbabwe can develop robust TVET programmes capable of producing competent human capital ready to meet the evolving industry's needs. Research Novelty/Contribution - This paper uniquely frames QA procedures as a transformative catalyst in Zimbabwe’s TVET system, linking it to industry relevance and national development agenda, an under-explored area in local research.
Co-Authors Chikuvadze, Pinias Christopher, Mutseekwa Erwin Putera Permana Joseph, Zuva Makuvire, Claretah Rusike, Patrick C. Zuva, Joseph