Primary educators’ perceptions of adopting indigenous-themed digital games: insights across career stages

Abstract

This study explores primary school educators’ perceptions of using indigenous-themed digital games in Zimbabwean primary schools, focusing on their views regarding cultural inclusion, pedagogical relevance, and digital adoption. The study employed a concurrent mixed-methods approach involving 120 survey respondents, 40 interviewees, 20 focus group participants, 10 classroom observers and 10 photovoice contributors, purposively selected from urban and rural Zimbabwean primary schools. Findings show that early-career teachers are enthusiastic but lack experience in culturally responsive pedagogy and digital integration. Mid-career teachers value the games’ pedagogical benefits but face challenges with curriculum alignment and resources. Senior teachers value cultural preservation but worry about technological demands and alignment with assessment structures. The study provides valuable insights for policymakers, game developers, and teacher training institutions, guiding the design of professional development strategies that support the effective integration of indigenous-themed digital games into primary education. The study recommends tailored training in digital literacy, cultural competence and curriculum integration to support the use of indigenous-themed digital games in the primary schools in the postcolonial era.