The State of Robotics and AI Education in Zimbabwean Schools: A Critical Analysis
Nhidza Jemitayi · International journal of research and scientific innovation · 2025
This paper presents a comprehensive examination of the current state of robotics and AI education in Zimbabwean schools, shedding light on critical issues that hinder effective learning in these fields. Key concerns include superficial engagement in competitions, where students often participate not for genuine learning but for accolades, and an overreliance on adult-driven projects that deprives learners of essential hands-on experiences. Additionally, the study identifies the absence of structured and coherent curricula as a significant barrier to fostering deep understanding and innovation among students. The paper argues for a fundamental shift towards hands-on, student-led learning experiences that encourage creativity and critical thinking. It emphasizes the need for educational frameworks that prioritize active participation and original project creation, moving away from rote learning and superficial engagement. To support this transformation, the establishment of a dedicated Monitoring Board is proposed to oversee educational practices and ensure accountability among educators and institutions. Furthermore, recommendations are made for the development of a holistic curriculum that integrates project-based learning, interdisciplinary approaches, and ongoing assessments of both processes and outcomes. By fostering original artefact creation and enhancing collaboration among educators, industry professionals, and policymakers, this approach aims to cultivate a generation of learners who are not only proficient in robotics and AI but are also prepared to tackle real-world challenges. Ultimately, the paper seeks to highlight the urgent need for systemic change in Zimbabwean education to harness the full potential of technology and equip students for success in an increasingly digital world.