Applied Research Projects as Work-Integrated Learning in Zimbabwean Teacher Education: A Conceptual Analysis
DOI:
https://doi.org/10.38140/obp5-2026-08Keywords:
Applied research projects, generative artificial intelligence, work-integrated learning, experiential learningAbstract
Worldwide, work-integrated learning (WIL) is a central component of teacher education. This is traditionally facilitated through teaching practice, which allows student teachers to apply theoretical knowledge in authentic classroom contexts. In the Zimbabwean context, universities often complement teaching practice by assigning students to individual supervised research projects at the undergraduate level. The aim is to synthesise existing knowledge to develop new conceptual insights and critically examine how applied research projects, as a form of WIL, can be effectively and ethically integrated into contemporary teacher education. This chapter employs a qualitative desk-based research design to explore applied research projects as a form of WIL in in-service teacher education within Zimbabwean universities. Drawing on the principles of experiential learning theory (ELT), the analysis argues that applied research projects provide meaningful work-integrated learning experiences by actively engaging student teachers and have the potential to enhance teacher preparation. However, the evolving integration of Generative Artificial Intelligence (GAI) into higher education introduces several new pedagogical and ethical challenges for applied research as WIL. While GAI tools can support the research processes, their misuse may lead to academic dishonesty, including the presentation of fabricated problems or findings, thereby undermining the development of professional and problem-solving skills. This situation underscores the necessity for clear institutional guidelines to promote authentic learning. The chapter contributes to ongoing debates regarding the strengthening of WIL in teacher education.
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