Enhancing Collaborative Learning for Quality Education in the 21st Century Learning Space. A Case of a Selected University in Zimbabwe

Sesilani Nkomo, Namatirai Chikusvura-Matiza, Kuda Moyo and Duduzile Moyo
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Sesilani Nkomo: Department of Science, Mathematics and Technology Education, National University of Science and Technology, Bulawayo, Zimbabwe.
Namatirai Chikusvura-Matiza: Department of Science, Mathematics and Technology Education, National University of Science and Technology, Bulawayo, Zimbabwe.
Kuda Moyo: Department of Science, Mathematics and Technology Education, National University of Science and Technology, Bulawayo, Zimbabwe.
Duduzile Moyo: Department of Science, Mathematics and Technology Education, National University of Science and Technology, Bulawayo, Zimbabwe.

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 14, 274-281

Abstract: In the evolving of 21st century education collaborative learning has emerged as a pivotal strategy to enhance the quality of education. Through interpretivist paradigm and qualitative research approach, the study explores the implementation and effects of collaborative learning at a selected university in Zimbabwe through in-depth interviews which uncovers how collaborative learning influences critical thinking. The student’s engagement in collaborative learning involves interpreting diverse experiences and perspectives. The study explores challenges and benefits of collaborative learning by providing valuable insights for creating more engaging and effective education environments. The findings aim to provide actionable insights for enhancing collaborative learning thereby fostering interactive and effective educational environments.

Date: 2025
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