Higher education pedagogy in crisis: Challenges in teaching and learning during the Covid-19 era in Zimbabwe

Abstract

Covid-19 placed higher education pedagogy in a crisis, particularly in Zimbabwe. This study explores the pedagogical challenges that have been caused by the Covid-19 pandemic in the Zimbabwean higher education system. The study employed the qualitative paradigm and a case study design with three universities in Masvingo province. Seven lecturers and ten students from three universities were purposefully sampled because of their richness in data. Electronic interviews were used to generate data. The major findings from this study were that lecturers faced challenges in employing interactive teaching methods. For example, lecturers in the natural sciences found it difficult to conduct experiments online. Students faced challenges in engaging in group presentations. It was also established that lecturers were sometimes not available online for consultation and this limited interaction between students and lecturers. The study concluded that there were serious pedagogical challenges that had been brought by the Covid-19 pandemic in Zimbabwe. The study recommends that a robust professional development programme on ICT based teaching be developed for lecturers to improve the quality of teaching in the Covid-19 era. Zimbabwean universities should build their own capacities to facilitate and support student learning.