DIGITAL EDUCATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD CLASSROOMS OF ZIMBABWE
Keywords:
Digital Resources, Digital Technology,, Digital Education,, Sustainable Development, Early Childhood Teacher, Early Childhood LearnersAbstract
Since the advent of COVID-19, education systems worldwide have increased their investment towards digital education from primary school to university level. Several governments have prioritized their educational agendas to adapt strategies or policies around digital teaching and learning for sustainable development. In Zimbabwe, the heritage-based education 5.0 philosophy recently introduced by the Minister of Higher Education advocates for digital education which aims at transforming the economy for sustainable development. With the increasing call for digital education by the government and ministry, it is important to critically examine the current teacher practices on digital education in early childhood classrooms (ECD). The study adopted an interpretive paradigm and a multiple case study design involving three teachers from three different schools. Data was solicited from three ECD teachers from three different schools through face-to-face semi-structured interviews and document analysis. Despite teachers’ remarkable efforts to implement digital education in ECD classrooms, the process was marred by a myriad of challenges. On a positive note, exposing young learners to digital education develops well-rounded abilities relevant to their future careers and personal lives. In addition, sustainable development equips learners with the knowledge, values, and skills necessary to address global challenges and contribute to a more sustainable future.
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