Post-COVID-19 Review: Challenges and Determinants of E-Learning Adoption with a Focus on Heritage-Based Curriculum in Victoria Falls Cluster, Hwange District Secondary Schools, Zimbabwe

A post-COVID-19 analysis of e-learning adoption in Victoria Falls Cluster schools in Zimbabwe reveals significant barriers hindering effective implementation, including inadequate teacher training, lack of resources, and negative attitudes from both teachers and students. The study, involving 85 respondents (5 head teachers, 65 teachers, and 201 students), highlights the need for a multi-stakeholder approach to address these challenges through in-service training, increased resource provision, and curriculum adjustments. Aligning with Education 5.0 principles, the research advocates for integrating indigenous knowledge and technology to foster self-reliance in education. This study provides critical insights into e-learning dynamics in resource-constrained settings, offering a foundation for future educational resilience.

Mutale, J. (2025). Post-COVID-19 Review: Challenges and Determinants of E-Learning Adoption with a Focus on Heritage-Based Curriculum in Victoria Falls Cluster, Hwange District Secondary Schools, Zimbabwe. International Journal of Research and Innovation in Social Science, IX(IIIS), 130–150. https://doi.org/10.47772/ijriss.2025.903sedu0011