Digital Learning Innovations in Zimbabwe: A Desk Review of Technological Tools, Pedagogical Strategies, and Accessibility Challenges in the Context of Education 5.0

This desk review research paper critically examines the current state of digital learning innovations in Zimbabwe, focusing on technological tools, pedagogical strategies, and accessibility challenges within the framework of Education 5.0. The study analyses how digital innovations have been adopted in formal and informal educational settings, evaluates their effectiveness, and proposes actionable recommendations for scaling successful interventions while addressing persistent gaps. Through systematic review of policy frameworks, institutional reports, academic literature, and case studies from Zimbabwe and Southern Africa, this research reveals significant disparities in digital access and implementation across educational institutions. Key findings indicate that while Education 5.0 has catalysed digital transformation initiatives, substantial challenges persist including inadequate ICT infrastructure, limited internet connectivity, insufficient funding, and gaps in teacher digital competencies. The study proposes a comprehensive framework for sustainable digital learning ecosystems that addresses technological, pedagogical, and accessibility dimensions. This research contributes to understanding contemporary challenges in education through the lens of digital innovation in resource-constrained contexts, informing policymakers, educators, and stakeholders about sustainable pathways toward equitable and effective digital learning ecosystems in Zimbabwe’s journey toward becoming an upper middle-income economy by 2030.