Post-COVID-19 Review: Challenges and Determinants of E-Learning Adoption with a Focus on Heritage-Based Curriculum in Victoria Falls Cluster, Hwange District Secondary Schools, Zimbabwe

Japhet Mutale
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Japhet Mutale: Zimbabwe Open University, Zimbabwe

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 130-150

Abstract: This study provides a post-COVID-19 analysis of the challenges and factors influencing the adoption of e-learning systems in public secondary schools, specifically focusing on the Victoria Falls Cluster in Hwange District urban, Matabeleland North Province. A descriptive survey design was employed to identify the primary obstacles hindering the effective implementation of e-learning and to propose solutions for enhancing its adoption. The study involved a population of 271 participants, including 5 head teachers, 65 teachers, and 201 Advanced Level students from the only public secondary school in the cluster. Stratified random sampling was used to select teachers and students, while purposive sampling was applied for head teachers, resulting in a sample of 85 respondents. Data collection was done using structured questionnaires, with analysis carried out using SPSS software for frequencies and descriptive statistics. The findings revealed key challenges, such as inadequate teacher training on e-learning platforms, a lack of e-learning resources, insufficient time in the school timetable, and negative attitudes towards e-learning from both teachers and students. These barriers significantly hindered the successful use of e-learning systems during the pandemic. The study calls for a coordinated, multi-stakeholder approach, recommending in-service teacher training, increased provision of e-learning resources, and adjustments to school timetables for more e-learning time. Collaborative efforts between parents, schools, and the government are essential to overcome these challenges and support the adoption of e-learning. In alignment with Education 5.0, the study advocates for an innovative, inclusive educational approach that integrates indigenous knowledge and technology to foster self-reliance in the education sector. The research contributes to understanding e-learning dynamics in resource-constrained settings and offers a foundation for addressing future educational crises.

Date: 2025
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