Perception of Educators towards the Adoption of Education 5.0: A Case of a State University in Zimbabwe
Dumisani Rumbidzai Muzira, Beatrice Bondai
Abstract
This study was an exploration of educators’ perceptions towards the adoption of Education 5.0 which was conducted at a state University in Zimbabwe. Education 5.0 is a new curriculum reform that would need a buy-in of educators for possible smooth implementation. The study revealed that educators perceived Education 5.0 as a helpful and more beneficial to the education system than the preceding Education 3.0 although they bemoaned lack of infrastructure and financial resources for proper implementation. The study recommended that the University administrators should source funding from business partners and banks to build physical infrastructures such as industrial parks and innovation hubs to support Education 5.0 adoption. The study also recommended that the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development conduct seminars with educators to address sticky issues regarding Education 5.0, since educators are directly involved in its implementation.