Bridging the Digital Divide by Advancing Education 5.0 Through E-Learning Innovations in Resource-Constrained Environments

Abstract

The authors critically examine the integration of e-learning systems in advancing Education 5.0 within developing contexts, focusing on Zimbabwe's higher education sector. This qualitative enquiry, grounded in the Technology Acceptance Model (TAM) and Constructivist Learning Theory, explores how e-learning can be operationalised to meet the objectives of Education 5.0. Data from 18 key informant interviews and a 10-member focus group provided insights into the technological and pedagogical innovations necessary for aligning digital education with Education 5.0's goals. Findings highlight significant barriers, including inadequate infrastructure and resistance to change, and propose a reimagined, context-specific e-learning model designed to foster engagement, innovation, and graduate readiness. The study underscores the urgent need for strategic investment in digital infrastructure and the redesign of pedagogical approaches to harness the potential of e-learning for socio-economic development in resource-constrained environments.