Technology for Sustainable Development in Zimbabwean Community Gardens: Engaging University Students in Green Processing of Indigenous Plants

Abstract

The main focus of this study was to explore the role of university students in promoting green processing of indigenous plants within Zimbabwean community gardens, with the broader aim of advancing Education for Sustainable Development. Indigenous plants are central to local health, nutrition, and economic resilience, yet their full potential remains underutilised due to limited value-addition and lack of appropriate processing technologies. Green processing technologies such as solar drying, bio-extraction, low-energy milling, and natural preservation techniques offer sustainable alternatives which preserve the nutritional and medicinal local plant resources. The study sought to establish the factors that influence the adoption of green processing methods in community gardens and to explore the interventions university students can implement to support such practices. By engaging in community-based projects, university students served as knowledge brokers, applying what they learnt in the classroom to real-world sustainability challenges. A qualitative descriptive survey research design was employed, using focus group discussions and semi-structured interviews to collect data from university students and community garden members. The study was conducted in selected community gardens linked to Zimbabwean universities. The findings established that community gardens are failing to thrive due to a lack of technologies for preserving the medicinal and nutritional vegetables. Lack of knowledge as well as failure to embrace technology were also identified as key challenges. The engagement of university students can assist in disseminating information and imparting technological knowledge and skills to the marginalised communities. Ultimately, the study underscores the transformative potential of student engagement in sustainable practices that bridge the gap between higher education and community resilience. It is recommended that all stakeholders mobilise resources to support green processing technologies that advance Education for Sustainable Development.