Leveraging Online Learning as a Vital Cog to Lifelong Education in Institutions of Higher Learning (IHL) in Manicaland Province

Abstract

Online learning is now an essential part of higher education due to the quick development of technology. With a focus on Zimbabwe, this article investigated how educational institutions used online learning to encourage lifelong learning. For working professionals, conventional students and non-traditional students looking to continuously improve their skills, online learning is perfect since it provides flexibility, accessibility, and personalized learning. But gaps like infrastructure, digital literacy, and internet access still exist, especially in underdeveloped nations like Zimbabwe. This study looked at how educational institutions might promote a culture of self-directed learning, improve staff and student digital abilities, and incorporate online learning into their curricula. It also emphasized how partnerships and governmental policies encourage online learning. A pragmatism research philosophy was adopted and backed by mixed research approach in this study. Purposive and stratified sampling techniques were the key sampling techniques utilised in this study. Semi-structured questionnaires were administered to both trainers and students. In-depth interviews were carried out with senior management. The major findings were that there was limited access to internet services and lack of appropriate digital skills among staff and students. At the same time erratic power cuts made online learning not sustainable. It was also observed that the government of Zimbabwe was not quite interested in some qualifications that were totally attained through online learning. However, there were benefits like increased accessibility through online learning as well as getting quality education. One of the conclusions was that institutions of higher learning could make lifelong learning possible by removing obstacles and utilizing technology, which would support both domestic growth and international competitiveness. Blended learning was one of the major recommendations. Online platforms that would use local languages were also recommended as well as introducing low interner tariffs.