Technology adoption in healthcare education is crucial for improving educational outcomes in rural areas of developing countries. A mixed-methods approach combining quantitative surveys with qualitative interviews was employed to gather data from 100 randomly selected rural primary schools across three districts of Zimbabwe. Data analysis included both descriptive statistics and thematic content analysis. The preliminary findings suggest that while a significant proportion, approximately 65%, of teachers have adopted digital learning tools, there is considerable variation between different regions and levels of teacher education. For instance, in District A, the adoption rate was found to be significantly higher (72%) compared to District B (48%). The study highlights the need for targeted interventions to enhance technology adoption among teachers in rural areas, particularly focusing on improving access to digital resources and supporting teacher training. Develop a district-specific plan that includes pilot projects with feedback loops, regular professional development workshops, and incentives for adopting new technologies. Additionally, establish partnerships between local governments, NGOs, and educational institutions to support these initiatives. Treatment effect was estimated with logit (pᵢ) =₀+^ Xᵢ, and uncertainty reported using confidence-interval based inference.
Koffi et al. (2003) studied this question.