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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue V, May 2026
Technology Integration in teaching and learning in Zimbabwean
Higher Education Institutions
Takunda Katsande, Mangwaya ezron
Educational [olicy Studies and Leadership, Midlands State University
DOI:
https://doi.org/10.51583/IJLTEMAS.2026.150500145
Received: 13 May 2026; Accepted: 18 May 2026; Published: 09 June 2026
ABSTRACT
The integration of digital technologies into higher education has become vital in improving teaching quality,
student engagement and graduate employability. Despite supportive national policies such as Zimbabwe’s
Education 5.0, technology in many universities remains underutilised for pedagogical transformation. In
exploring the factors influencing the successful integration of technology into teaching and learning in higher
education institutions in Zimbabwe, the study adopted the intepretivist paradigm, a qualitative research approach,
as well as the case study design. Data were generated through semi-structured interviews with nine lecturers and
focus group discussions with twelve undergraduate students. Data from interviews were analysed using thematic
analysis, and initial coding was completed by label identification. Thematic analysis revealed that while both
lecturers and students demonstrated generally positive attitudes towards digital technologies, effective
integration was constrained by inadequate infrastructure, limited digital literacy, insufficient pedagogical
training, high data costs, and inconsistent institutional support. Technology was largely confined to content
delivery rather than interactive and student-centred learning. The study concludes that meaningful technology
integration requires alignment between pedagogy, technology and content, supported by sustained professional
development and institutional investment. The study also recommended that lecturers should integrate
interactive and student-centred digital methods like simulations and collaborative tools rather than limiting them
to content delivery. The study contributes context -specific insights into technology adoption challenges in
Zimbabwean higher education.
Keywords: technology integration, TAM, TPACK, perceived usefulness, perceived ease of use
INTRODUCTION
Digital technologies have increasingly become vital in higher education systems globally (Alenezi et al., 2023).
For instance, the COVID-19 epidemic had a major impact on Zimbabwe’s educational system, which led the
government to support e-learning and provide students with internet and Information Communications
Technology ICT access (Bozkurt & Sharma, 2020; Elharake et al., 2023). Academic programmes are
increasingly requiring the use of ICT (Nhongo & Siziba, 2022). This technology is altering the way that
education is provided by giving different educational systems and institutions multiple opportunities. ICT
facilitates collaborative and communication tasks, as well as teaching and learning. ICT integration in
educational settings has several advantages and challenges (Foutsitzi & Caridakis, 2019).
Although some limitations may make it impossible to employ ICT in classrooms, it can still improve teaching
and learning strategies (Andrade et al., 2021; Foutsitzi & Caridakis, 2019). Nherera & Mukora (2024)
documented some of these challenges that negatively impacted the effectiveness of learning in a virtual setting,
including the limitations of technological platforms, poor internet connections, low student-teacher engagement,
and teachers' and students' inadequate understanding of the online learning system. This shows that pedagogical
use of technology remains limited; hence, this study investigates factors influencing effective technology
integration in teaching and learning within a Zimbabwean higher education context.
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Problem Statement
Despite supportive national policies and some investments in ICT infrastructures, notably education 5.0 and ICT
policy, higher education institutions in Zimbabwe continue to underutilise technology as it is commonly utilised
for routine administrative tasks rather than as a transformative and creative tool in teaching and learning. While
existing studies have predominantly focused on infrastructure deficiencies, this study explores other variables
that have a large bearing on the degree of ICT integration in higher education institutions in Zimbabwe.
Research Objectives
a) To identify technologies currently utilised by educators in their day-to-day practice
b) To assess the influence of lectures’ and students’ attitudes, perceptions and prior experiences on the
utilisation of technology in teaching and learning
c) To ascertain the factors contributing to the underutilisation of technology in teaching and learning in
higher and tertiary education institutions in Zimbabwe
d) To determine strategies and interventions that can be implemented to enhance the effective integration
of technology in teaching and learning
LITERATURE REVIEW
Technology Integration in Higher Education
Technology integration in higher education has increasingly been recognised as a key driver of improved
teaching and learning outcomes. Research indicates that incorporating technology into instructional activities
helps students learn the fundamentals of computers (Tanik Önal, 2021). Their employment prospects are
enhanced by their capacity to generate and modify data. However,
Njiku et al. (2019) pointed out that a lack of
digital skills and infrastructure makes certain academic institutions hesitant to alter their teaching and learning
methodology. In Zimbabwean Universities, learning management systems such as Moodle, Google Classroom,
and WhatsApp have been widely adopted, particularly following the COVID -19 pandemic, which accelerated
the shift towards online and blended learning models (Chitanana, 2024)
. However, research suggests that
technology use in various higher education institutions remains largely limited to basic functions like uploading
notes rather than interactive and student-centred pedagogical practices (Munamati et al., 2023). The limited
pedagogical application highlights the need to examine not only access to technology but also the conditions
under which it is meaningfully integrated into teaching and learning.
Technological tools currently utilised in teaching and learning in higher education institutions
In Zimbabwe's higher education institutions, e-learning platforms, Learning Management Systems (LMS), and
mobile learning are some of the most common technologies. Moodle has been widely used in Zimbabwe by
establishments such as Great Zimbabwe University and Midlands State University (Nherera & Mukora, 2024).
E-learning is transforming higher education because it is more adaptable, accessible, and in accordance with the
needs of modern students (Yadav, 2023)
. Despite e-learning's many potential benefits, several barriers prevent
its widespread use in Zimbabwe's higher education system. One major barrier is the lack of enough infrastructure
(Chikuvadze et al., 2025). Particularly for those who reside in distant areas, many students lack reliable access
to computers, smartphones, and the internet (Ntshwarang et al., 2021). Also, WhatsApp is one of the most widely
utilised technologies in Zimbabwean universities, as it is accessible and reasonably priced (Munamati et al.,
2023). However, disparities in device ownership remain a major problem.
Attitudes and perceptions of lecturers and students
Students’ and lecturers’ attitudes play a crucial role in determining the extent to which technology is adopted
and utilised in higher education. Students tend to favour accessible and familiar platforms such as WhatsApp
and Zoom, which are perceived as user-friendly and compatible with existing learning practices (Nherera &
Mukora, 2024). While some students believe that technology diverts their attention from the lessons being taught
by the teacher, others feel that it increases their motivation and level of engagement (Zhao, 2024). Conversely,
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lecturers’ attitudes are often influenced by workload pressures, limited training and insufficient institutional
support, which negatively affect their readiness to adopt innovative digital teaching strategies (Munamati et al.,
2023).
Pedagogical competence and professional development
Effective technology integration requires lecturers to possess not only technical skills but also pedagogical
competencies to align technology with instructional goals. Research highlighted that many lecturers lack
adequate training in technology-enhanced pedagogy, resulting in underutilisation of available digital tools
(Munamati et al.,2023). Many institutions still struggle with how to integrate technology into their teaching
practices, and many teachers find it hard to adapt to new teaching methods (Marshall et al., 2024). There is a
skills gap that may prevent both teachers and students (Ormilla & Ongan, 2024). To help users become proficient
with e-learning technology, they suggested training (Nherera & Mukora, 2024). Also, the absence of continuous
training and mentorship programs has been linked to reliance on traditional teaching methods, even where
technological infrastructure exists (Maune, 2023). This gap that exists between access and pedagogical use
underscores the importance of institutional investment in staff development programs to support sustainable
technology integration.
Institutional and Infrastructure Barriers
Institutional and infrastructure challenges remain major constraints to effective technology integration in
Zimbabwean higher education. For educational institutions to be IT-driven, they require the fundamental ICT
infrastructure. According to Obidile (2023), computers, telecommunication systems, and multimedia systems,
as well as projectors, whiteboards, satellite, broadband links, DVDs, and computers are expected to be included
in every lecture classroom. Nevertheless, in certain universities, these facilities are insufficient, which hinders
the successful incorporation of e-learning into the teaching and learning procedures (Obidile,2023).
Additionally, institutional factors such as inadequate technical support, weak ICT policies and inconsistent
implementation strategies contribute to the underutilisation of technology in teaching and learning (Dahiru,
2025). These barriers highlight the need for a coordinated institutional framework that supports both
infrastructure development and pedagogical innovation.
Research gap
There is a notable lack of context-specific empirical research examining why available technologies remain
underutilised for teaching and learning, particularly at the departmental level within state universities. Therefore,
this study addresses this gap by examining the combined influence of human factors, institutional factors and
pedagogical preparedness on technology integration in a Zimbabwean state university.
METHODOLOGY
The research adopted an interpretivist research philosophy because it is well-suited to understanding the complex
and context-specific facets of technology integration in higher education. Lecturers and regular undergraduate
students in the Management Sciences department at one state university made up the study's population.
The sample for this study consisted of all 12 lecturers and 12 students in the department of management sciences
at one state university in Zimbabwe. Data were gathered through interviews and focus group discussions.
RESULTS AND DISCUSSION
The study achieved a satisfactory response rate, with data collected through semi-structured interviews with
lecturers and focus group discussions with students in the Department of Management Sciences. All invited
participants consented and completed the data collection process, resulting in 100% usable response rate, which
enhanced the credibility of the findings. Both male and female participants were represented in the study, lecturer
participants reported varying years of teaching experience. Interviewed 4 male lecturers and 5 female lecturers;
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at least 4 of the respondents had over 10 years of teaching experience, whilst 5 had less than 5 years. The study
employed triangulation of data sources, interviews and focus groups, to ensure credibility and dependability.
Patterns of Technology Use in teaching and learning
Findings indicate that both lecturers and students utilise a range of digital tools, with Google Classroom,
PowerPoint, mobile phones, projectors and WhatsApp emerging as the most commonly used technologies.
Lecturers emphasised the role of these tools in facilitating access to learning materials and communication. One
lecturer stated: “I mainly use Google Classroom and PowerPoint because they make teaching easier and more
interactive’’ (L2).
Similarly, another lecturer explained how technology compensated for infrastructural limitations; “Even when
the projector is not available, I share the PowerPoint slides with students on Google Classroom so that learning
continues’’ (L7). Students corroborated these views by noting: “We usually use our phones and laptops to access
notes through Google Classroom” (FG2). However, despite widespread access to basic tools, the findings show
that technology use is largely limited to content delivery, with minimal integration of interactive or student-
centred pedagogies.
Frequency of Technology Use
The frequency of technology use varied considerably among lecturers. Some reported regular use, while others
indicated sporadic adoption due to infrastructural constraints. One lecturer noted: “I use projectors and Google
Classroom twice a month, depending on class size and content” (L1). Whilst Students highlighted similar
challenges, particularly connectivity and affordability issues:” Sometimes we fail to use online platforms because
the network is poor and data is expensive” (FG3). Despite these challenges, students acknowledged the
flexibility afforded by technology: “Technology makes learning easy even when I am not on campus’’ (FG1).
This uneven frequency suggests that technology adoption remains situational rather than institutionalised.
Attitudes and Prior Experience with Technology
Overally, both students and lecturers expressed positive attitudes towards technology integration. Lecturers
perceived technology as essential for managing large classes and improving efficiency. As one lecturer stated:
“It makes my work easier and helps me manage large classes” (L4). Nevertheless, resistance was also evident,
particularly among lecturers with limited digital skills: “Some colleagues still fear using technology because
they are not trained enough” (L8). Prior experience emerged as a critical factor influencing confidence and
effective use. Lecturers with sustained exposure to digital platforms reported greater competence: “I have used
Google Classroom for years, so it is now part of my teaching routine’’ (L5). Conversely, less experienced users
struggled: “I find it difficult to navigate some of the platforms’’ (L9). Students with prior exposure to online
learning also adapted more easily: “I used to learn online during COVID-19, so using technology is normal for
me now’’(FG3).
Barriers to Effective Technology Integration
Participants identified several interconnected barriers contributing to the underutilisation of technology,
including poor internet connectivity, high data costs, power outages, limited training and inadequate institutional
support. One lecturer highlighted infrastructural challenges: “Sometimes power cuts interrupt lessons and we
cannot continue online sessions’’ (L6). Students echoed these concerns: “Data bundles are expensive, and
sometimes the Wi-Fi is too slow to attend online lectures (FG2). Institutional policy gaps were also noted: “There
are no clear policies to support technology use in all courses’’ (L7).
In addition, according to the findings, institutional factors lead to underutilization of technology in teaching and
learning, as stated by L8: “Institutional factors are interconnected; the institution can provide the best devices
(infrastructure), but if the internet is slow and the training is poor, the tools will gather dust as a result, a lecturer
will be frustrated.’’ These findings demonstrate that while attitudes toward technology are largely positive,
structural and institutional constraints significantly limit effective and sustained integration. The results reveal
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that technology integration in the studied institution is present but shallow, characterised by reliance on basic
tools for communication and content delivery. Whereas lecturers and students recognise the benefits of
technology, its pedagogical potential remains underexploited due to infrastructural deficits, limited training and
inconsistent institutional support. The findings align with the Technology Acceptance Model (TAM), as
perceived usefulness and ease of use strongly influenced adoption, while technical barriers reduced motivation
and frequency of use.
RECOMMENDATIONS
The study recommends that the institutions should equip lecturers with skills like data analysis, instructional
design and technology integration for blended and online learning environments. The study recommends
integration of technology with pedagogy. They should establish dedicated ICT support units to assist both
lecturers and students in troubleshooting and training. The university may need to consider providing
technological infrastructure, such as interactive white boards, projectors, and computers for lecturers and invest
in solar systems and a solar plant to mitigate the challenges of power outages.
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