Evaluating Technology-Enhanced Teaching and Learning in Zimbabwe’s Public Universities

Abstract

Public universities from different parts of the world have experienced substantial digital transformation since the emergence of the COVID-19 pandemic. The pandemic forced many public universities to adopt remote teaching and learning systems using relevant technologies. Technology-enhanced teaching and learning (TETL) cuts the barriers of distance, cost and time. If implemented effectively, TETL contributes towards inclusive and fair education to promote lifelong opportunities for all as embedded in SDG 4. This study evaluates the integration of TETL at Zimbabwe’s public universities. Literature suggests that public universities in Zimbabwe have committed to embracing TETL but this has been met with challenges such as obsolete ICT infrastructure, limited bandwidth and lack of ICT gadgets for students and staff. This study adopts a qualitative approach and applies the information systems success model towards studying this phenomenon through a descriptive case study of two public universities in Zimbabwe that were selected through simple random sampling. The study endeavours to fill the gap in literature where limited research on TETL citing Zimbabwe’s public universities was observed. The study purposefully sampled students, academic and administrative staff to participate in focus-group discussions and in-depth interviews. The article concludes that, to promote effective roll out of TETL programmes, public HEIs should support students in acquiring and using related technologies. Furthermore, there is a glaring need for increased financial support towards empowering Zimbabwe’s public universities to become more resilient and responsive to the teaching and learning needs of students from different social backgrounds.