An Evaluation of ICT in Entrepreneurial Heritage Based Teacher Education 5.0 Curriculum of Zimbabwe

Makota Cassian, Professor Tichaona Mapolisa and Dr A. T. Munzara
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Makota Cassian: Madziwa Teachers College & ZOU, Zimbabwe
Professor Tichaona Mapolisa: Madziwa Teachers College & ZOU, Zimbabwe
Dr A. T. Munzara: Madziwa Teachers College & ZOU, Zimbabwe

International Journal of Research and Scientific Innovation, 2024, vol. 11, issue 8, 885-897

Abstract: This paper evaluates emerging information and communication technologies (ICT) issues in the teacher education (TE) curriculum as one of the gaps in the drive towards realisation of Heritage Based Education 5.0 (HBE 5.0) policy in Zimbabwe. The perceived gaps in ICT based strategies and/or methodologies were as a result of the policy shift from Education 3.0 to 5.0 which created a misalignment between policy and practice. This study, in addition to enhancement of perspectives on entrepreneurship and innovation, sought to add to literature on ICT in TE in the context of HBE 5.0 policy. The study was guided by the Unified Progression Model (UPM), the Constructive Alignment Theory (CAT) and the constructivist-interpretivist philosophy and paradigm. The research adopted the qualitative study approach and the embedded multiple case study method. The study found that there is need for TE to embrace emerging ICTs more than ever before, if they are to meet the demands of HBE 5.0 policy. This study, therefore, suggested and recommended the Programmatic Framework for Entrepreneurial Teacher Education (PFETE), for the Zimbabwean context. The study contributes to ICT in TE discourse by making multiple theoretical insights. The study, therefore, complements the extant perspectives on emerging ICTs in TE for innovation, industrialisation and sustainable development.

Date: 2024
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