https://cris.library.msu.ac.zw//handle/11408/261 Sun, 05 Apr 2026 17:39:51 GMT 2026-04-05T17:39:51Z https://cris.library.msu.ac.zw//handle/11408/6758 Title: Harnessing Artificial Intelligence for Optimal Inclusion of the Visually Impaired Early Childhood Education Learners in Chimanimani District Authors: Muchandiona Cosmas; Mwaruta Fortunate; Machiridza Emilda Rumbidzai Abstract: This study explores how Artificial Intelligence (AI) can be harnessed to enhance the optimal inclusion of the visually impaired learners in Early Childhood Education (ECE) environments within Chimanimani District. Furthermore, it delves into how context-appropriate AI tools and strategies can be capitalized to bridge accessibility gaps and promote equitable learning outcomes. Despite national commitments to inclusive education, practical implementation remains fragmented and insufficient. The Social Model of Disability underpins the theoretical framework for this study. This study utilized a sequential explanatory mixed-methods design in understanding the secondary system of therapeutic alliance from the perspectives of parents and caregivers of children with visual impairements. Data were collected through field observations and document analysis of institutional records from 15 ECE centers, 30 ECE educators were interviewed, and 30 parents / guardians were involved in focus group discussions. The study finds out that a number of ECE centers in Chimanimani lack accessible learning materials such as braille texts and audio resources, which are adaptive to the needs of the visually impaired learners. Additionally, overcrowded classrooms and ECE teachers with limited or no expertise, significantly hinder the implementation of inclusive education practices. The study recommends that ECE educators need continuous professional development on inclusive pedagogies and embrace AI-based assistive technologies adhering to the needs of the visually impaired learners. Educators should integrate AI tools such as screen readers and voice interfaces into daily lessons to enhance accessibility. Collaboration with community stakeholders and leveraging open-source platforms can support the sustainable use of AI in low-resource ECE environments. Wed, 01 Jan 2025 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6758 2025-01-01T00:00:00Z Muchandiona Cosmas Mwaruta Fortunate Machiridza Emilda Rumbidzai https://cris.library.msu.ac.zw//handle/11408/6525 Title: Leveraging the Supremacy of Blended Teaching and Learning Provisions in ECD Environments in Gweru Urban Schools Authors: Kusakara, Richard; Chari, Mellisa P. M; Musvutisa, Effort; Muchandiona, Cosmas; Mwaruta, Fortunate Abstract: Soon after the Covid-19 induced lockdown era, blended teaching and learning provisions gained tremendous popularity, and schools are endeavouring to laud its advantages in teaching and learning environments. This study delved on the how to leverage blended teaching and learning facility in ECD settings in Gweru Urban Primary Schools in a bid to attain sustainable education. Blended teaching and learning combine the traditional classroom teaching with emerging technology provisions and online educational facilities, making learning more real, funny, interesting, contextual, and engaging. The Blended Learning Model Theory by Garrison and Kanuka (2004) formed the theoretical framework for the study. The theory explains how blended learning combines face-to-face learning and online learning facilities to create a more effective and engaging learning environment. Interpretivism paradigm, qualitative research approach and a descriptive survey research design formed the research methodology of this study. Questionnaires, interviews and observations were data collection instruments used to collect data from ten primary schools in Gweru Urban. Results were thematically presented, where emerging themes were analysed in relation to research questions. Blended teaching and learning provisions proffer higher learner achievement in ECD settings. It emerged that the utilisation of blended teaching learning facilities in ECD settings was facing multitudinous challenges. The study, therefore, recommends a multifaceted approach to arrest challenges affecting both teachers and learners when utilising blended teaching and learning facility in ECD environments. Mon, 01 Jan 2024 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6525 2024-01-01T00:00:00Z Kusakara, Richard Chari, Mellisa P. M Musvutisa, Effort Muchandiona, Cosmas Mwaruta, Fortunate https://cris.library.msu.ac.zw//handle/11408/5949 Title: What’s up with the WhatsApp application in the classroom? Authors: Chitanana, Lockias Abstract: This study investigated how lecturers and university students used WhatsApp as an academic tool. The study employed an ANT methodological and analytical framework to investigate WhatsApp as an academic tool in a university set-up in post COVID-19 era. Participants were selected from one state university. The snowball purposive sampling approach was used to select twenty students and five lecturers who provided some deep insight into how WhatsApp was used in academic activities. Data was collected using semi-structured interviews, following actors on the WhatsApp platform and document analysis. Findings revealed that WhatsApp was used in various ways to build students’ networks of learning. The study concluded that lecturers could leverage the WhatsApp platform to enhance students’ academic engagement by expanding the networks of learning to enable students to acquire and share knowledge. Therefore, the study recommends the wider use of WhatsApp to enhance academic performance among students by focusing on a community of learning. Sun, 01 Jan 2023 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/5949 2023-01-01T00:00:00Z Chitanana, Lockias https://cris.library.msu.ac.zw//handle/11408/4275 Title: The role of Web 2.0 in collaborative design: an ANT perspective Authors: Chitanana, Lockias Abstract: This paper analyses Web 2.0 facilitated collaborative design among undergraduate engineering students. The study used the actor–network theory as a methodological and analytical framework to study the role of Web 2.0 technology in the collaborative design process. Participants were drawn from fourth-year engineering students at a university of technology in Zimbabwe. Data were constituted by using a questionnaire, comprising closed and open-ended questions, semi-structured interview schedules, observation schedules, and non-participant observation of online activities by student designers. The findings of the study show that Web 2.0 technology stirred the collaborative design process by stimulating unpredictable actions, thus actively contributing to shaping the emerging collaborative design network. The study concludes that Web 2.0 technologies should not be viewed as simple tools for communication, as described in some literature but as non-human actors which can mediate the collaborative design process and shape the way it is constitued and carryed out in practice. Wed, 01 Jan 2020 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/4275 2020-01-01T00:00:00Z Chitanana, Lockias