Challenges in implementing Education 5.0 in Higher Education in Zimbabwe: a qualitative analysis

Abstract

This study employed constructivism research philosophy and a case study research design to analyse the challenges in implementing education 5.0 in higher education in Zimbabwe. It employed a qualitative methodology including interviews and documentary analysis to gather data from 20 participants who were drawn from 5 universities in Zimbabwe. Data were analysed using thematic procedures. The study found that limited technological resources, resistance to change, inadequate budgetary support and inadequate training among faculty members, were the major challenges affecting the implementation of Education 5.0 in higher education in Zimbabwe. These findings provide evidence-based insights upon which practical recommendations are proffered to help higher education institutions to align their educational practices with the principles of Education 5.0, thereby fostering innovation, student-centered learning, and holistic development in the African higher education landscape, including Zimbabwe. This study contributes to the ongoing discourse on innovative education approaches and their transformative potential in Zimbabwe and beyond.