Examining the Level of Awareness of the Education 5.0 Model Among University Lecturers in Selected State Universities in Zimbabwe.

Abstract

This study explores the level of awareness and understanding of the Education 5.0 model among university lecturers in four selected state universities in Zimbabwe. Introduced as part of the National Vision 2030 agenda, Education 5.0 represents a paradigm shift in Zimbabwe’s higher and tertiary education policy by expanding the traditional triad of teaching, research and community service to include innovation and industrialisation. The model positions universities as engines of economic transformation, requiring academic staff to adopt new roles as innovators and industrialists. However, successful implementation depends on lecturers’ awareness, preparedness and institutional support. Guided by Rogers’ Diffusion of Innovations Theory, this study adopted a qualitative research design by employing a multiple case study approach. A purposive sample of 20 lecturers was drawn from four state universities based on their engagement with Education 5.0 initiatives. Data were collected through semi-structured interviews and analysed thematically. The findings reveal that while most participants are familiar with the term “Education 5.0,” their understanding is often superficial and fragmented, primarily informed by informal channels such as circulars and occasional workshops. Barriers to effective implementation include limited professional training, inadequate infrastructure, rigid curriculum approval processes, high workloads and weak incentives for innovation. Some lecturers also expressed ideological resistance, citing top-down policy imposition and a lack of contextual adaptation. Despite these challenges, participants endorsed the core principles of Education 5.0 and proposed practical solutions including continuous professional development, enhanced infrastructure, streamlined institutional procedures, performance-based incentives and inclusive stakeholder engagement. The study concludes that increasing awareness and support for lecturers is essential for translating the ambitions of Education 5.0 into transformative educational outcomes. Strategic communication, capacity building and policy alignment are recommended to ensure that Zimbabwe’s higher education sector can effectively drive innovation-led industrialisation.