The University of Zimbabwe recognizes that emerging technologies will be critical to future innovation across all sectors. To prepare for this, Prof. Mapfumo explains, “We introduced a whole new faculty of Computer Engineering, Informatics, and Communications. We have focused on creating capacity for embracing those emerging technologies.” This focus on technology extends beyond just computer science, with the university adopting multidisciplinary and multi-institutional approaches to address the complexities of ICT and AI. As Prof. Mapfumo notes, “We embraced ICTs and AI in our design processes as we sought not only to understand but also to advance new research and be part of the advancement of innovation in those areas.”

The university is also adapting its curriculum to meet the challenges of the digital age. “As UZ we are embracing that fact and devising a very strong focus on new methods of delivery, new approaches, and tools for teaching and learning,” says Prof. Mapfumo. This shift is driven by the recognition that traditional teaching methods are no longer sufficient in an era where students have easy access to information. The goal is to ensure graduates are prepared for a rapidly changing technological landscape, equipped not just with theoretical knowledge but with practical skills to apply emerging technologies to real-world challenges.

Prof. Mapfumo emphasizes the importance of this approach: “The students we are going to teach should be able to take on board those changes so that we can manage them from within our institutional processes. We are not going to take AI and IoT literally or at face value, but to be part of that change.” This forward-thinking strategy positions the University of Zimbabwe at the forefront of technological education in Africa, preparing its graduates to lead in the digital economy.

While the Education 5.0 philosophy and initiatives like agro-industrial parks show great promise, they also face significant challenges. Implementing these ambitious programs requires substantial investment in infrastructure and equipment, a particular challenge in a developing economy like Zimbabwe’s. As Prof. Mapfumo acknowledges, “As a university in a developing country, we do have quite a lot of challenges in accessing technologies and new knowledge with respect to some of those issues.”

Another major challenge is the necessary mindset shift. Both students and faculty need to adapt to a more entrepreneurial, innovation-focused approach. This represents a significant departure from traditional academic models, requiring a cultural change within the institution. Prof. Mapfumo highlights this shift: “Our students and graduates are now preoccupied with the idea of having to start their own businesses, which are startups that we’re supporting through the innovation hubs and industrial parks.”

Sustained collaboration with the private sector is crucial but can be challenging to maintain. The university is working to bridge the historical disconnect between academia and industry, a task that requires ongoing effort and mutual understanding. As Prof. Mapfumo explains, “If we are generating the goods and services that enable opportunities for our people to do business, for our young people to become entrepreneurial, then they will connect to the university.”

Finally, universities must ensure that the focus on practical applications doesn’t come at the expense of foundational knowledge. Striking this balance is crucial to producing graduates who are both theoretically grounded and practically skilled.

Despite these challenges, the opportunities are significant. As Prof. Mapfumo notes, “The focus on education allows Zimbabwe to easily become knowledge-driven as an economy, because it’s an educated country.” He sees a bright future for Zimbabwe, driven by a leadership that is pro-education and investing in both higher education and primary and secondary education. “The investment in education in Zimbabwe as signalled by the leadership is also translated into our population. Zimbabwe invests a lot in education. The culture of producing goods and services, and the culture of business is now thriving within our society more than before.”

This focus on education and innovation positions Zimbabwe to potentially leapfrog some developmental stages, leveraging technology to address longstanding challenges and create new opportunities. As Prof. Mapfumo concludes, “Where we are going, if I look at the language that the students are using now, the language that the professors are using in their conduct of research, teaching and learning, and in communities at the individual household level, there’s a huge investment drive in education.” This investment in human capital, coupled with the practical, innovation-focused approach of Education 5.0, provides a strong foundation for Zimbabwe’s future economic growth and development.