Journal of Humanities, Educational Technology and Innovation

Enhancing technology in counselling university students on drug and substance abuse

2025-02-27T14:46:24+02:00

In this empirical study, we explore the integration of technology in counselling university students struggling with drug and substance abuse (DSA). The increasing prevalence of DSA among this demographic poses significant challenges, exacerbated by easy access to substances and peer influence. Our research identifies the inconvenience of traditional physical counselling sessions, which often conflict with students’ academic commitments, as a major barrier to seeking help. The framework for our study is grounded in Bandura's social learning theory (SLT), which emphasises problem-solving without reliance on drugs. Employing a mixed-methods approach, we collected and analysed data from both qualitative interviews and quantitative surveys administered to a diverse student population. Our findings reveal that technology-enhanced counselling offers a safe, flexible, and engaging environment for students to address their substance use issues. Additionally, we found that students feel more comfortable communicating through digital platforms, highlighting the necessity of adapting counselling services to their preferences. However, privacy and security concerns must be addressed to ensure effective engagement. In conclusion, the study asserts that leveraging technology in counselling can significantly improve accessibility and support for university students grappling with DSA, emphasising the need for universities to invest in developing user-friendly digital platforms for this purpose. University counsellors provide counselling services to students.

The Dyadic Intersection of Student Politics and Liberation Ideology: University Students in Zimbabwe’s War of Liberation, c.1966–1979.

2025-03-13T17:58:55+02:00

Abstract

The liberation of Zimbabwe from colonial rule was the result of collective efforts by various actors across the globe. However, the historiography of this struggle has predominantly emphasized the role of combatants engaged in direct military confrontation, thereby marginalizing the contributions of other social groups, such as students, whose activism played a role in advancing the path to independence. Using resistance theory as an analytical framework, this study explores the complex relationship between university student politics and African nationalism in the struggle against colonial rule in Rhodesia from c.1966 to 1979. The analysis focuses on student activism at the University of Rhodesia (now the University of Zimbabwe), which was the only university in the country at the time. The study seeks to address two key questions: (1) What role did student politics play in shaping African nationalism during Zimbabwe’s liberation struggle? and (2) How did student activism contribute to the broader anti-colonial resistance in Rhodesia? The findings illustrate that student politics, particularly among African students, was deeply intertwined with the ideology of African nationalism, which was rooted in the socio-political realities of marginalized African communities. The study argues that student political engagement functioned as a microcosm of the broader national political landscape, reflecting and reinforcing the dynamics of the liberation struggle.

The Double-Edged Sword of Social Media: Opportunities and Challenges for Community Development.

2025-02-28T12:44:49+02:00

Although social media platforms have been hailed as powerful tools for marginalized communities to express themselves, this phenomenon has also raised important questions about their capacity to facilitate meaningful developmental efforts in these communities. Regardless of the potential benefits of social media, concerns have been raised about its ability to drive tangible positive change in rural areas, highlighting the need for a more nuanced understanding of the relationship between social media and development. This research explored the potential of social media to facilitate community development, with a particular emphasis on its utilisation and effectiveness in supporting developmental initiatives at the local level. Within the framework of participant development communication theory, this study adopted a qualitative research design, drawing on data from participants purposively sampled from Insiza, a rural district in Zimbabwe. The evidence suggests that negative perceptions and inadequate coordination have hampered social media’s potential to improve the lives of villagers. Based on the findings, I argue that the capacity of social media to facilitate development in rural areas is often overestimated. I contend that educating villagers on effectively utilising social media platforms can unlock enormous benefits for their communities.

Teaching in a transforming educational environment: A call for flexible methodological paradigms in Zimbabwean teachers’ colleges

2025-03-05T13:23:00+02:00

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.