The educational landscape in Zimbabwe is evolving to meet the challenges of the 21st century, necessitating a reevaluation of pedagogical approaches that align with contemporary learning needs and cultural contexts. A qualitative approach involving literature review, expert consultations, and thematic analysis will be employed to synthesize existing theories and identify key themes for curriculum development. This theoretical framework provides a robust foundation for educators and policymakers in Zimbabwe to develop relevant and culturally responsive educational materials that foster the holistic development of learners. Based on this framework, it is recommended that schools and universities integrate digital literacy training into their curricula and engage with local communities to ensure cultural authenticity.
Tapiwa et al. (Mon,) studied this question.
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