An E-safety Framework for Secondary Schools in Zimbabwe

Moyo, Abel; Tsokota, Theo; Ruvinga, Caroline; Kangara, Colletor Tendeukai Chipfumbu

doi:10.1007/s10758-021-09545-y

Cited by 1 publication

(2 citation statements)

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“…One notable issue highlighted by Nhongo & Siziba (2022) and Yingi et al (2022) is the incongruity and financial burden of curriculum reforms, such as the introduction of computer science in all secondary ecologies in rural areas, which often lack the necessary resources. Scholars argue that the current curriculum is overly theoretical and fails to adequately prepare individuals for the demands of the 4IR (Mabika & Maireva, 2022;Madimabe & Omodan, 2021;Moyo et al, 2022;Muzira & Bondai, 2021). A successful integration of technology in education necessitates political commitment, yet government efforts in ICT implementation have been inconsistent, particularly in rural ecologies.…”

Section: Zimbabwe's Piecemeal Curriculum Reforms and Rural Digital Di...mentioning

confidence: 99%

“…Specifically, the research sought to pinpoint the unique challenges in adopting ICT encountered by teachers working in Zimbabwean rural educational contexts, offering strategies to address these hurdles. Currently, 36% of Zimbabwe's 10,522 schools lack access to electricity, with 76% experiencing a deficit in internet connectivity (Moyo, 2022;Moyo et al, 2022;Moyo-Nyede & Ndoma, 2020;Mupfumira, 2023;Netsianda, 2020). This raises the crucial question of the feasibility of deploying ICT under such circumstances.…”

Section: Introductionmentioning

confidence: 99%

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The Fourth Industrial Revolution: Overcoming Digital Divides in Zimbabwean Rural Learning Ecologies

2024

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The Covid-19 pandemic has accelerated the adoption of Fourth Industrial Revolution (4IR) practices and the growth of distance education, leading to fast technological advancements in educational institutions worldwide. The implications of this evolution on students in rural areas and their surrounding environments are ambiguous, presenting various obstacles within the educational sphere, particularly concerning rural learning environments. This study investigated the 4IR's potential to bridge digital divides and ensure equitable access to education in rural Zimbabwe, identifying prospects, challenges, and best practices. The research examined the impact of 4IR techniques on the academic performance of rural students using desktop exploration. It also highlighted educational opportunities for rural learning environments and emphasises the importance of localised collaboration. The link between e-learning and rural contexts in education, using secondary data from previous research was also examined. The study identified patterns and trends in implementing 4IR methodologies in education by using the content analysis to systematically scrutinise and interpret a large amount of textual data. The results indicated that student performance was impacted by technical, practical, and psychological impediments, additionally, academic and emotional decline due to remote learning was evident. Moreover, the study revealed that, despite challenges, 4IR methods offer multiple advantages, including enhanced information accessibility, distance learning opportunities, collaborative initiatives, personalised learning experiences, and teacher empowerment. To maximise these opportunities, the research recommended strategies such as infrastructure enhancement, resource accessibility, teacher professional development, curriculum adjustments, and collaborative efforts between public and private entities. Ultimately, the study proposed that rural environments can harness 4IR techniques in order to facilitate the quality of education and provide students with necessary digital skills by overcoming obstacles and taking advantage of opportunities.

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