Qualitative study explores opportunities and challenges of technology integration in Zimbabwean tertiary education, suggesting strategic interventions for improvement.
The Fourth Industrial Revolution (4IR) is reshaping global societies, economies, and education systems by introducing advanced technologies such as artificial intelligence, big data, robotics, and the Internet of Things. This study explores the opportunities, challenges, and strategies for integrating 4IR technologies within Zimbabwean tertiary education, guided by the principles of Education 5.0. Using an interpretive qualitative approach, data were collected through in-depth, semi-structured interviews with twenty academic staff and three key institutional informants at a private university in Masvingo Province. Purposive sampling ensured participants had relevant insights into 4IR adoption. Data were analysed using inductive thematic analysis, allowing emergent themes related to institutional preparedness, lecturer capacity, skill development, innovation, and inclusivity to surface. Findings reveal that 4IR technologies offer transformative opportunities for enhancing teaching and learning, promoting research and innovation, developing industry-relevant skills, and supporting inclusive education. However, challenges such as limited infrastructure, digital literacy gaps, socio-economic disparities, and uneven faculty preparedness constrain adoption. Strategic interventions, including professional development, industry partnerships, government support, and policy frameworks, are critical for equitable and sustainable integration. The study highlights how 4IR technologies can enhance tertiary education in Zimbabwe while supporting national and global development goals.
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Jimu et al. (2026) studied this question.
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