Teaching in a transforming educational environment: A call for flexible methodological paradigms in Zimbabwean teachers’ colleges
DOI:
https://doi.org/10.38140-joheti-2025v1i1a1Keywords:
Information communication, technology-mediated strategies, methodological paradigms teaching practices, technology, transforming educational environmentAbstract
Considering the current curriculum transformation in Zimbabwean higher education institutions, the purpose of this theoretical article is to argue for the use of transformational and flexible methodological teaching approaches in Zimbabwean teachers’ colleges. The use of information communication technology (ICT)-mediated strategies in teacher education offers a plethora of both opportunities and challenges. There is a need for flexible methodological paradigms in Zimbabwean teachers’ colleges to effectively manage the semesterised modular approach to learning necessitated by the current curriculum transformation in education. The rise of digital technologies has transformed the way students and lecturers interact both within and outside the classroom. This article argues that current teaching practices in Zimbabwean teachers’ colleges are heavily mired in administrative and pedagogical inconsistencies, which call for the adoption of reflective ICT-mediated methodologies to effectively support student learning. There is an urgent need to thoroughly (re)consider and (re)design or adapt teaching and learning pedagogical practices to address the demands fostered by the newly transformed educational environment in Zimbabwe. We therefore illuminate some strategies that can be adopted and applied by Zimbabwean teachers’ colleges to offer 21st-century compliant educational pedagogies to mitigate the current challenges they face.
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