Pandemics shifting pedagogy: Readiness for blended learning in Zimbabwean secondary schools

Abstract

The wave of innovation and technological advancement affecting the field of teaching and learning has necessitated the adoption of strategies that make education not only productive but enjoyable and satisfying to the receiver. The achievement of learning ‘anywhere, anytime’ through online and blended education is a milestone particularly for adult learners, who would gladly enjoy flexibility and solitary engagement due to their packed life exploits. But emergency situations have also proven as a force to influence the adoption of new strategies when there would be no option but to abandon traditional face-to-face learning encounters. A number of pandemics in history have left a few lessons for countries and educational establishments on how to combat disruption in schooling for young learners especially those from poorly-resourced family backgrounds who depend on public service delivery for social guidance and self-improvement. This paper explores the conviction that Zimbabwe should ready itself for effective use of the much acclaimed online and blended learning pedagogy, steadily and purposefully in times of quiet and stability, in preparation for disruptions of the magnitude of those experienced during the COVID-19 global pandemic between 2020 and 2023. The paper is grounded on the qualitative study featuring views and experiences of secondary school learners caught up in the abrupt responses to alleviate the severe impacts of the said pandemic on their accustomed schooling. The study interrogates learners’ insights on selected issues of concern in promoting the adoption of the online and blended learning pedagogy, namely: technical challenges, learning challenges, frequency of learning, curriculum and content coverage, and improvement of learning. It is established that challenges exist and persist, but are not insurmountable. It is recommended, among others, that national administrations and school systems should accept technological change to the full and respond decisively in all situations. There should be deliberate formalisation and regularisation of responsive learning pedagogies to incorporate online methodologies in teaching and learning at schools.