Revolutionizing Education in Zimbabwe: Stakeholder Perspectives on Strategic AI Integration

Year 2025, Volume: 10 Issue: 1, 87 - 93, 03.01.2025

Kudzayi Tarisayi , Ronald Manhibi

https://doi.org/10.53850/joltida.1493508

Abstract

This paper critically examines the transformative potential of Artificial Intelligence (AI) in Zimbabwe’s higher education system, focusing on how AI can enhance learning outcomes and optimize administrative processes. The study employs a qualitative research approach, gathering insights from key stakeholders in the educational sector to identify the strategic opportunities and challenges posed by AI adoption. Drawing from global examples, particularly in higher education, AI technologies such as intelligent tutoring systems, predictive analytics, and automated grading are discussed for their potential to personalize learning experiences, improve student retention, and streamline institutional management. The paper also delves into the ethical and resource-based constraints surrounding AI implementation, including data privacy concerns and financial limitations, which remain significant barriers in developing contexts like Zimbabwe. Recommendations are provided for strategic AI adoption, emphasizing the alignment with national education goals and Sustainable Development Goals (SDGs) to ensure that AI fosters inclusivity and equity in education. This analysis highlights the need for a comprehensive policy framework to support responsible AI integration, thereby positioning Zimbabwean institutions for future educational innovation.

Keywords

Artificial Intelligence (AI, Higher Education, AI Readiness, Zimbabwe

Ethical Statement

Ethics and Consent: Ethics committee approval for this study was received from the Ethics Committee of Stellenbosch University - (Date:05 January 2024, Number: CUR-2024-28106).

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