Quality and Education for Sustainable Development Challenges towards a Transition in Zimbabwean Higher Education.
| dc.contributor.author | Shava, G.N. | |
| dc.contributor.author | Tlou, F.N. | |
| dc.contributor.author | Shonhiwa, S. | |
| dc.contributor.author | Hleza, S. | |
| dc.date.accessioned | 2025-09-15T09:21:59Z | |
| dc.date.available | 2025-09-15T09:21:59Z | |
| dc.date.issued | 2021-11-30 | |
| dc.description.abstract | Purpose The purpose of this article is to examine the challenges of providing quality and Education for sustainable development in the Zimbabwean higher education context. The United Nations (UN) Sustainable Development Goal (SDG) 4.7 proposes that Education for Sustainable Development (ESD) should be included at all levels of education. However there is little guidance towards the achievement of this goal. It shall therefore the focus of this study to understand the challenges towards the transition to achieve quality and ESD in Zimbabwean higher education institutions. Design/Methodology In this study exploratory qualitative and interpretive study was used. The qualitative study was embedded in an interpretive paradigm to explore the challenges of achieving quality and (ESD) in the Zimbabwean context of higher education. The researchers employed interviews because they yield in-depth data with the element of voice in the text. Findings Findings from the study indicated that the transition to achieve quality and sustainability is constrained by multiple challenges emanating from institutional and agential conditions surrounding teaching and learning. Practical implications The study has practical implications for higher education. This is a study conducted in Zimbabwe higher education such that the practical implication is the relevance of findings that are applicable to the higher education landscape. Little literature in Zimbabwe is available on ESD and that being the case this study provides in-depth literature on higher education quality and sustainability. Originality This study is among the first studies conducted in Zimbabwe to understand the complexities associated with the transition towards achieving ESD. Opportunities for enhancing quality teaching and learning are provided for in this study. The study demonstrates that there is strong evidence that exists showing that investing in quality higher education is pivotal to reaching the SDG4 including the aspiration of Zimbabwe's Agenda 2030. This study demonstrates that quality higher education makes for good economic and is a development imperative and must be treated as a fundamental macroeconomic variable and given much priority as inflation, unemployment and budget deficit. | |
| dc.identifier.citation | Shava, G.N., Tlou, F.N., Shonhiwa, S. and Hleza, S., 2021. Quality and education for sustainable development challenges towards a transition in Zimbabwean higher education. Indiana Journal of Humanities and Social Sciences, 2(11), pp.17-28. | |
| dc.identifier.issn | 2582-8630 | |
| dc.identifier.uri | http://196.220.97.103:4000/handle/123456789/1048 | |
| dc.language.iso | en | |
| dc.publisher | Indiana Journal of Humanities and Social Sciences | |
| dc.title | Quality and Education for Sustainable Development Challenges towards a Transition in Zimbabwean Higher Education. | |
| dc.type | Article |