Analysing the digital divide in Zimbabwe: exploring the obstacles and consequences for access to quality education in Open and Distance e-Learning at Zimbabwe Open University

Abstract

This study examined the digital divide in Zimbabwe and its impact on accessing quality education through open and distance e-learning (ODeL). Utilising qualitative research methods and a structural inequality theoretical framework, it sought to develop a comprehensive understanding of the challenges Zimbabwean students face in accessing education via digital platforms. Semi-structured interviews with students and lecturers experienced in virtual learning provided insights into their personal experiences, perceptions, and the ramifications of the digital divide. Furthermore, focus group discussions allowed interactive conversations among students, unveiling common concerns and group dynamics related to accessing education in a digital environment. The qualitative data generated were analysed using thematic analysis, which facilitated the identification of key themes, patterns, and barriers that emerged. This analysis deepened the understanding of the various aspects of the digital divide and its implications for equitable access to quality education. The study contributes to the existing knowledge on the digital divide in Zimbabwe and offers practical implications for policymakers, educators, and stakeholders by highlighting the challenges students face in accessing quality education through digital platforms. Moreover, the findings present recommendations for bridging the digital divide to create an inclusive learning environment that ensures equitable access to quality education in Zimbabwean ODeL. Overall, the research aims to provide valuable insights to foster a more equitable educational landscape in an increasingly digital world.