This paper introduces the Heritage-based Education 5.0 model as a transformative approach to decolonize higher education in Zimbabwe and other postcolonial contexts. Departing from the traditional Education 3.0 banking model, which imposes Western-centric knowledge on passive students, this model recognizes and values students' cultural heritage and community involvement as essential sources of learning and entrepreneurship. Drawing on preliminary data from a pilot study conducted at five Zimbabwean universities, this paper demonstrates how the Heritage-based Education 5.0 model aligns with decolonial philosophies by contesting dominant Western epistemologies and promoting inclusive and culturally responsive teaching practices. Furthermore, the paper highlights the numerous benefits resulting from the implementation of the Heritage-based Education 5.0 model. It emphasizes the development of critical thinking, creativity, and problem-solving skills among students, which are crucial for navigating the complexities of 21st-century challenges. By equipping students with these skills, the model empowers them to make meaningful contributions to their societies. However, the paper acknowledges the existing barriers to scaling up the Heritage-based Education 5.0 model, primarily attributed to the entrenched colonial structures, and calls for sustained political will and engagement of heritage knowledge keepers to advance decolonial praxis and overcome these barriers.
Evelyn Chiyevo Garwe (Fri,) studied this question.
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