The sustainability of blended learning in Zimbabwean state universities in the post-COVID-19 era

Abstract

This study delves into the sustainability challenges of blended learning within the context of selected state universities in Zimbabwe. Using a qualitative research methodology, the investigation engaged key stakeholders, including two Faculty Deans, two Information Technology (IT) directors, 15 lecturers, and 50 students, all purposefully selected for their involvement in blended learning initiatives. Through interviews, observation and document analysis, data was meticulously collected. The findings underscored the benefits of blended learning, such as enhanced accessibility, personalised learning experiences and flexibility. However, the study identified significant hurdles, including inadequate infrastructure and the need for lecturer training. To ensure the sustainability of blended learning practices, continual investments in technology and infrastructure are imperative. Additionally, the study recommends targeted lecturer training programs and initiatives to bolster student readiness, thus fostering improved pedagogical skills and heightened student engagement. Although focused on Zimbabwe’s state universities, this research contributes valuable insights into blended learning within higher education and offers actionable recommendations to enhance its sustainability on a broader scale.

Keywords

Blended learning online learning post-COVID-19 sustanability sustanable blended learning

Introduction

The COVID-19 pandemic has significantly disrupted higher education worldwide, compelling institutions to adapt rapidly to ensure continuity in teaching and learning (Al Lily et al., 2020; Hodges et al., 2020). In response to this crisis, many universities globally, including those in Zimbabwe, have embraced blended learning approaches to deliver education while prioritising the safety of both educators and students (Maseko, 2023). Blended learning, characterised by the integration of online and face-to-face instructional methods, offers flexibility and increased interactivity, which are particularly advantageous during times of uncertainty (Garrison and Vaughan, 2008; Kebritchi et al., 2017). This approach allows institutions to combine the strengths of traditional in-person teaching with the opportunities presented by online platforms. For instance, it enables asynchronous learning, where students can access course materials and engage in discussions at their own pace, thus accommodating diverse learning styles and schedules (Garrison and Vaughan, 2008).

Despite the successes in implementing blended learning during the pandemic, Zimbabwean universities face uncertainties related to the sustainability of the learning strategy in the post-pandemic era. The rapid transition to blended learning has brought to the forefront several challenges that must be addressed for its successful implementation and sustainability in Zimbabwean universities. One significant issue is the unequal access to technology and unreliable internet connectivity among students and educators from marginalised communities (Adeoye et al., 2020). This digital divide exacerbates existing inequalities, disadvantaging students who lack access to necessary devices and internet services. Moreover, there are concerns about the digital literacy skills of both students and lecturers, with some individuals struggling to navigate online platforms effectively (Mlambo-Ngcuka and Albrectsen, 2020). Furthermore, ensuring inclusivity and impartiality in blended learning environments is essential to prevent marginalised groups from being left behind. Some students, such as those from rural or low-income backgrounds, may face additional barriers to participation, such as limited access to electricity or insufficient support for online learning (Brown and Green, 2020). Additionally, issues related to academic integrity and assessment fairness must be carefully considered and addressed in the designing of blended learning courses (Gikandi et al., 2011).

Hence, delving deeply into the challenges posed by blended learning within Zimbabwe’s higher education landscape post-COVID-19 becomes imperative. Considering the continued implementation of blended learning approaches beyond the COVID-19 pandemic, the challenges and opportunities encountered in sustaining these models demand careful examination. This raises the critical research question: What are the key challenges and opportunities associated with sustaining blended learning models in Zimbabwean higher education institutions beyond the COVID-19 pandemic crisis and how can these challenges be effectively addressed to ensure equitable and inclusive access to quality education?

The following sub-research questions were also raised:

1. What is the current state of blended learning implementation in Zimbabwean state universities following the COVID-19 pandemic?

2. What are the challenges in the implementation of blended learning approaches in Zimbabwean state universities?

3. What strategies can be used to enhance the sustainability of blended learning and promote inclusivity and equity in Zimbabwean state universities?

The scope of the study

The scope of this study centers on examining the sustainability of implementing blended learning in Zimbabwean higher education institutions post-COVID-19. As the landscape of education evolves with advancements in technology, terms such as blended learning and educational technology have encountered increased ambiguity, particularly in the wake of Artificial Intelligence (AI) and Chat GPT innovations. For this study, blended learning refers to the integration of online and face-to-face instructional methods within higher education settings, aimed at enhancing flexibility and interactivity (Garrison and Vaughan, 2008). Similarly, educational technology encompasses the diverse range of tools and platforms utilised to facilitate teaching and learning processes.

While recognising the transformative impact of Artificial Intelligence (AI) and Chat GPT innovations in education, this study focuses specifically on the sustainability of blended learning models. The rapid adoption of blended learning during the COVID-19 pandemic underscores the need to analyse the challenges and opportunities inherent in its sustained implementation. The study aims to provide insights to university management and educators for developing a resilient and accessible educational system that meets the diverse needs of students. By identifying solutions that support the sustainability of blended learning, the findings will inform decision-making processes regarding the implementation and advancement of blended learning. Moreover, the research contributes to the growing body of knowledge on blended learning, sustainability, and high-quality higher education in the context of Zimbabwean state universities. By exploring new directions, creating theoretical frameworks, and contributing to global knowledge, the study aims to advance scholarly understanding and practice in blended learning. Recommendations from the study will inform the development of staff development programs, instructional design standards, and pedagogical strategies, ultimately enhancing the efficacy of blended learning techniques.

Literature review

This section provides an overview of literature related to blended learning, its sustainability and the impact of COVID-19 on higher education globally and Zimbabwe in particular, focusing on the shift to blended learning. The section concludes by reviewing literature on the challenges and opportunities of implementing blended learning in Zimbabwean state universities.

Defining blended learning

Blended learning is an instructional strategy that integrates traditional in-person classroom teaching with online learning activities (Garrison and Vaughan, 2008). It offers a flexible approach to education, combining the strengths of face-to-face instruction with the benefits of digital technology (Graham et al., 2013). Garrison and Vaughan (2008) suggest that blended learning has the potential to enhance student engagement, flexibility and personalized learning experiences. The COVID-19 pandemic prompted a rapid shift to alternative teaching methods, with blended learning emerging as a viable strategy for higher education institutions worldwide (Hodges et al., 2020). Higher education institutions implemented diverse technologies to provide access to education, including virtual lectures via platforms like WhatsApp, Zoom, Google Classroom and Blackboard (Matsilele, 2021). For example, higher education institutions in South Africa adapted by utilising three distinct teaching methods: shortened face-to-face lectures, extended one-on-one consultations and virtual lectures delivered through platforms such as WhatsApp, Zoom, Google Classroom and Blackboard. In comparison, institutions in Zimbabwe opted for a blended learning approach, incorporating both in-person and online resources (Matsilele, 2021).

Previous research has examined the effects of blended learning on student learning outcomes (Picciano, 2017), instructional design considerations (Graham et al., 2013)- and the integration of technology (Hew and Cheung, 2014). This study focuses on the sustainability of blended learning beyond the COVID-19 pandemic. Sustainable blended learning entails the integration of environmental, economic and social considerations into the design and implementation of blended learning initiatives. It encompasses elements such as institutional governance, financial security, curriculum development and resource management (Leal Filho et al., 2019).

COVID-19 as a catalyst for blended learning in university education globally and in Zimbabwe

The COVID-19 crisis had a detrimental effect on socioeconomic development and human existence in different countries, requiring most of them to alter their customary business practices. Schools and institutions were forced to close because of lockdown procedures that were implemented after COVID-19 was declared a pandemic. Education institutions were compelled to change their calendars, policies and delivery as well as assessment strategies in almost every country in the world, particularly those where contact learning was more prevalent (Barrot et al., 2021; Matsilele, 2021). During the COVID-19 pandemic, Sahu (2020) highlights the challenges experienced by both students and academic staff, such as increased workloads and psychological stress resulting from uncertainties and the transition to online learning. The UNESCO (2023) study offers a summary of the global disruptions to education caused by COVID-19. It outlines the widespread closures of schools and universities, the challenges faced by students and teachers and the various initiatives undertaken by nations worldwide to mitigate the impact of these disruptions. Meletiou-Mavrotheris et al. (2022) and Christodoulides (2021) focus on the impact of COVID-19 on the quality of Cyprus’ higher education institutions, with a focus on the experiences of students in different fields of study and educational levels. The studies examine the pandemic’s effects on teaching and learning styles, travel limitations and visa complications. Both studies emphasise how crucial it is to offer international students support services to ensure their well-being and academic performance. Hamlin and Barney (2022) provide insights into the consequences of the COVID-19 pandemic on higher education. The paper investigates changes in enrollment trends, student experiences, and campus life to shed light on the diverse effects on students' academic and social participation. In their exploration of the pandemic’s effects, Graetz et al. (2020) focus on the difficulties students face and how these problems affected their academic performance, which has led to a shift to remote learning. Owusu-Fordjour et al. (2020) examine the impact of COVID-19 on learning from the perspective of Ghanaian students. The study highlights the challenges students face as they transition to remote learning, including limited access to technology, the psychological and emotional effects experienced. The study emphasises the necessity of providing personalised assistance and interventions to meet the unique needs of pupils. These studies all point to online education as a vitally important cutting-edge response to the disruptions caused by the pandemic.

Before the onset of COVID-19, the education system in Zimbabwe was already facing significant challenges, as emphasised by Shumba et al. (2020). These challenges encompassed the aftermath of Cyclone Idai in 2018–2019, recurrent droughts, and hyperinflation. The situation was exacerbated by the additional burdens brought about by the pandemic. The disruptions caused by the epidemic included campus closures and a transition to online learning, with limited technology devices and poor access to internet connectivity for students and lecturers (Mamada and Muhoro, 2021). Dzvimbo (2020) also gives insights into the difficulties that colleges and students confronted, such as the shift to online education, the limitations of technology and the requirement for extensive support systems.

Mukwenha and Fana (2021) conducted a study on the impact of COVID-19 on Zimbabwe Open University, an open and distance higher education institution in Zimbabwe. The research examines the challenges faced by both lecturers and students due to the transition to online learning. It highlights that online learning and studying from home primarily benefit students from stable economic backgrounds. Consequently, students from low socioeconomic backgrounds experience exclusion and heightened marginalisation, leading to diminished academic achievement. The economic inequality, compounded by the effects of COVID-19, exacerbated the situation for these students (OECD, 2020).

The opportunities and challenges of implementing blended learning in Zimbabwean state universities

Technology is often lauded as a tool for delivering high-quality education, with blended learning being particularly highlighted for its potential benefits to learners. Blended learning provides learners with the flexibility to interact with learning materials at their own pace, regardless of time and location. Learners have access to a variety of resources, including databases, online libraries and multimedia content. Additionally, it makes it easier to incorporate different learning modalities including movies, simulations and interactive content to improve learning (Mamada and Muhoro, 2021). Such a learning environment gives students the chance to receive tailored instruction and support (Mamada and Muhoro, 2021). On the other hand, by providing chances for collaborative learning and interactive online activities, blended learning environments can promote more student involvement. Active involvement and peer-to-peer interaction are encouraged by discussion boards, online group projects and multimedia material (Mukwenha and Fana, 2021). By lowering the need for infrastructure and facilities, blended learning could potentially result in cost savings for institutions of higher education. Lowering the carbon footprints connected with transportation and physical resources also presents chances for sustainable practices (Mukwenha and Fana, 2021).

However, blended learning is not without challenges. The implementation of blended learning in Zimbabwe faces significant obstacles due to the pronounced digital divide, characterised by unequal access to technology and online resources. These challenges hinder its effective implementation and require investment in infrastructure and technological improvements (Mamada and Muhoro, 2021). Infrastructure and technological deficiencies in Zimbabwe’s public universities include unreliable power supplies, inadequate internet connectivity and limited access to devices. Matsilele (2021) claims that teachers struggle to work with pupils who have varying degrees of internet connectivity and proficiency. Matsilele (2021) further argues that the socio-economic and political turmoil of the previous two decades must be considered when analysing ICT adoption in Zimbabwe. To guarantee fair access and inclusive engagement for all students, this gap must be closed (Mamada and Muhoro, 2021).

Furthermore, research indicates that lecturers are unfamiliar with online teaching techniques and need assistance and training to provide blended learning effectively (Alvarez Jr., 2020). A pedagogical change is necessary for the transition from traditional classroom-based instruction to blended learning. Literature reveals that only a small number of institutions were able to redesign their program curricula to allow smooth online learning services during the COVID-19 pandemic period, when almost all learning institutions switched to online learning (Crawford et al., 2020; Or and Chapman, 2021). To address pedagogical issues and guarantee the successful integration of technology, adequate lecturer training programs and professional development opportunities are important (Mukwenha and Fana, 2021). To effectively align learning objectives with individual student needs, lecturers require assistance in structuring courses that include in-person and online components (Mukwenha and Fana, 2021).

Methodology

Research design

The study employed a qualitative research approach to get an in-depth understanding of the strategies, opportunities and obstacles connected with adopting blended learning in Zimbabwean state universities. Purposive sampling technique was used to choose participants with first-hand knowledge and expertise with blended learning implementation. Purposive sampling, according to Guest et al. (2013), enables researchers to choose volunteers who have the necessary competence to offer in-depth insights into the topic being studied. Based on their involvement in blended learning projects, key informants including 2 Faculty Deans 2 Information Technology (IT) directors, 15 lecturers and 50 students were identified and encouraged to participate. These purposefully selected participants were found to be relevant to the research and had the necessary knowledge or experience to provide meaningful insights.

Data collection methods

The main technique for gathering data was semi-structured interviews, observations and document analysis. Semi-structured interviews enable researchers to delve deeply into participants' lived experiences and generate thorough responses (Seidman, 2013). In this case, the method enabled the researcher to conduct a flexible and targeted study of participants' experiences and views about blended learning. The interviews were audio-recorded to guarantee reliable data collection. In this regard, all participants signed an informed consent form that guaranteed their voluntary participation and anonymity. Their permission to record the interviews was also sought. The researcher conducted observations of the technology infrastructure and examined the learning management platforms utilised by the institutions. Furthermore, essential documents such as course or module outlines, learning schedules and timetables utilised during the COVID-19 pandemic period were collected and subjected to analysis.

Data analysis methods

The data obtained from the interviews was subjected to thematic analysis, following the framework established by Braun and Clarke (2006). This involved the identification, analysis and reporting of patterns and themes within the data. The interviews were recorded and transcribed verbatim, with the transcripts being carefully reviewed. A systematic coding process was then conducted to identify recurring themes, categories, and subcategories. Both inductive and deductive approaches were employed during the coding process to capture emerging themes as well as pre-identified ones. By utilizing this method, a comprehensive exploration of the strategies, challenges, and opportunities associated with the implementation of blended learning in Zimbabwean state universities was facilitated. Additionally, the strategies employed to ensure the sustainability of blended learning were also examined. To enhance the accuracy and authenticity of the study, peer debriefing, member checking, and expert consultation were utilized. Participants were invited to review and evaluate the analysis of the findings to ensure precision. Furthermore, expert advice from selected lecturers and subject-matter specialists was sought to gain insights into the research design, data analysis procedure and interpretation of findings, following the principles outlined by Lincoln and Guba (1985). These measures were implemented to strengthen the credibility of the study while minimizing potential bias.

Findings

The findings of the study are presented according to the research questions raised by the study.

The current state of implementation of blended learning in Zimbabwean state universities post-COVID-19

Increased adoption of online learning

The results show that after the COVID-19 pandemic, blended learning has become increasingly popular in Zimbabwe’s state colleges. Beyond the COVID-19 issues, institutions have quickly shifted from traditional face-to-face training to a combination of online and in-person learning modes. The advent of COVID-19, according to lecturers, has expedited the use of online learning. They stated that they intended to take advantage of online learning’s advantages. For instance, lecturers indicated that students could access large amounts of instructional material and distribute it through various digital channels while the COVID-19 lockdown was in effect. The lecturers also emphasized how blended learning expanded learning outside the classroom and allowed on-the-go study. They did point out that motivated and well-resourced students were necessary for effective online learning.

Technologies used in blended learning

Lecturers were asked to indicate the technology tools that they used during the pandemic period and give reasons for using the various technologies. The lecturers indicated that they used Google Classroom, Google Meet, WhatsApp and electronic mail. They also disclosed that they used Google Classroom and WhatsApp on their laptops and smartphones. WhatsApp and email served in sending and receiving assignments, sending reading material and giving feedback to students. They found WhatsApp to be more convenient since it allowed them to send messages through texting, audio and video messaging. Lecturers used Google Meet “so that we see each other face to face” (Lecturer 1). From an economic point of view, the lecturer pointed out that:
Through WhatsApp, it’s easier to access material at a lower cost in terms of data. Daily, a student can check for updates from friends, relatives and classmates. This results in lowering the chances of missing work or any learning-related material. (Lecturer 1).

Students echoed the same sentiments; they preferred WhatsApp and electronic mail which were deemed to be easy to access and cheaper in terms of cost. They indicated that with WhatsApp, it is easier to access material at a lower cost in terms of data. During the interviews, one student said:
WhatsApp is the most effective way since it allows me to interact with others and I can participate frequently whenever there is no disturbance at home (Student 1).

Responding to the question why they preferred WhatsApp, another student said:
The best part was being able to communicate with the lecturer and being able to follow the discussions later if I failed to attend the lecture at the normally stipulated time (Student 2).

Lecturers also pointed out that a student can check for updates from friends, classmates and lecturers. They further pointed out that this results in lowering the chances of a student missing some work or any learning-related material.

Online learning strategies used

The findings show that lecturers used a mixture of strategies to deliver lectures and give students assignments and tests. The digital pedagogical strategies employed by lecturers included synchronous and asynchronous online lectures using video conferencing tools and pre-recorded lectures as well as multimedia learning resources posted on Google Classroom. Lecturers pointed out that platforms such as Google Classroom can integrate various types of media such as audio, video, games and texting as instructional delivery. The lecturers indicated that they found it easy to manage work, with their classes virtually.

Students’ participation in online learning

The lecturers indicated that participation in online learning activities by students in some areas especially in the rural areas was very low as compared to students in the urban areas. Students from the urban areas were described as active and responsive. That was shown by the rate of attendance and participation in Google Classroom as well as the responses to assigned work. The rural-based students rarely attended online virtual lectures and often submitted their assignments late for various reasons. For example, low participation was attributed to the high cost of data bundles which at times limited the quality and quantity of lecturers’ interaction with students. In such cases, lecturers had to engage with individual students using the cheapest way possible. Electrical power cuts and mobile network provider-related challenges were highlighted by both students and lecturers. One student said:
With Google Classroom, I rarely participated due to the cost of data, unless there was work to be submitted on that platform (Student 5).

In some modules, it is difficult since some demonstrations require good connectivity (Student 6).

However, students located in the urban areas who had access to the Internet were of a different view. Commenting on her participation, one urban-based student pointed out that,
I have managed to become someone who can research effectively. My participation level in group discussions increased since I wasn’t shy about someone saying something negative about me whenever I failed to give a correct answer (Student 1).

These findings show a gap between student participation as a result of their location and access to Internet connectivity.

Challenges in implementing blended learning in Zimbabwean state universities

Infrastructure challenges

The findings indicate significant infrastructure and technology resource challenges that need to be addressed before implementing blended learning effectively in Zimbabwe’s state universities. Participants across various roles, including students, lecturers, Deans, ICT directors and administrators, unanimously highlighted difficulties related to the availability and suitability of technological infrastructure to support blended learning effectively. Specifically, all participants identified poor computer infrastructure and unreliable internet connectivity as major obstacles to the successful implementation of online learning. Lecturers and Deans pointed out that the prevailing economic climate exacerbates these challenges, making it difficult to conduct classes online. They noted that the current micro- and macro-economic conditions have negatively impacted online delivery by placing digital tools such as computers, smartphones, data storage devices and communication data out of reach for many students. Regarding the current economic climate, one lecturer said:
This (the economic climate) has had a negative influence on the standard of services that universities provide to their primary stakeholders (Lecturer 5).

Lecturers lamented the critical shortage of ICT infrastructure and gadgets, especially the scarcity of laptops among staff for online delivery. They also pointed out that more often, internet connectivity is poor which made it difficult to conduct online learning and access learning material. In addition, lecturers also indicated the challenges regarding constant power cuts which worsened the situation for students and lecturers working from home, where alternative sources of power were not available. The lecturers also reiterated the challenge of data bundle costs which was beyond the reach of most of the lecturers and learners.

Students also noted that modules that involve practical work were the ones that were badly affected since there was no way of carrying out practical exercises. These challenges have resulted in disparities in access to blended learning opportunities among students, particularly those from remote or underserved areas.

Lecturers’ state of preparedness

The study reveals that lecturers from one university have varying preparedness levels for blended learning. Some had successfully transitioned, while others struggled with digital tools, online content, and student engagement. Limited professional development training opportunities were noted. Participants stressed the need for professional development programs and support to effectively implement blended learning. Lack of training, technical knowledge and familiarity with the learning platform hindered effective virtual classes.

Below are some interview responses that highlight lack of preparedness among lecturers to use online learning during the COVID-19 period:
Many lecturers were taken off guard by the abrupt change to online learning during the COVID-19 pandemic. Our lack of appropriate preparation prevented us from converting our courses to an online format (Lecturer 1).

As a lecturer, I must admit that during the COVID-19 period, I wasn't adequately prepared to utilize online learning tools. The sudden shift demanded rapid adaptation and I struggled to navigate the technological aspects and effectively utilize online tools to provide my students with high-quality education (Lecturer 3).

The COVID-19 crisis revealed our lack of preparedness for the transition to online learning. Many of us were accustomed to traditional classroom settings, so the abrupt shift compelled us to swiftly grasp new technologies and teaching methods. For most of us, the learning curve was quite steep. (Lecturer 4).

However, the interviews with lecturers show that they had the aptitude to learn how to use online learning technologies. For example, some lecturers said the following:
I have always been interested in exploring new teaching methods and since the shift to blended learning, I have taken a few online courses to improve myself. I feel a bit more confident using our online learning platforms and believe that continuous self-learning is key to keeping up with technological advancements. (Lecturer 6)

At first, I experienced some challenges with the shift to online teaching, however, I committed some time every week to familiarise myself with new tools and technologies. I sought help from colleagues, utilized online tutorials, and attended webinars on online teaching. (Lecturer 14)

The interview responses from the two indicate a strong inclination towards self-directed learning which is essential for effective blended learning implementation. Both lecturers exhibited key traits of self-directed learners, including proactivity, that is, initiating independent learning opportunities, eagerness to enhance skills and adapt to new technologies and resourcefulness by leveraging online courses, peer support and webinars to improve competencies. These traits demonstrate that lecturers have the necessary aptitude and readiness for blended learning. By promoting continuous professional development and providing adequate support, universities can enhance their staff’s self-directed learning readiness, ensuring a smoother and more effective transition to blended learning. However, it is important to note that the state of preparedness among lecturers included not only their training but also their access to necessary resources and support.

Student engagement and support

The data indicates low student participation in blended learning activities due to difficulties transitioning to online platforms and lack of support networks. This led to reduced engagement and participation in class discussions and activities during the COVID-19 period, as highlighted in interviews. One student highlighted that:
As a student, I experienced lack of support and connection throughout the blended learning process. It was difficult to get clarity, ask questions and get fast responses because there were few face-to-face encounters and few possibilities for real-time communication with lecturers and peers (Student 8).

Lecturers noted a drop in student participation during the period. Some lecturers highlighted the following:
As a lecturer, I saw a dearth of student support during the move to blended learning. Many students had trouble navigating the online platforms because of technological difficulties, restricted access to necessary material and lack of instruction. (Lecturer 2).

These findings suggest that the adoption of blended learning is successful when students are engaged and supported. Students found it challenging to adapt to blended learning due to issues regarding internet access, computer literacy and self-regulated learning. Furthermore, lecturers found it difficult to maintain student interest for blended learning during the COVID-19 period, resulting in limited engagement of students.

Financial constraints and resources

Financial constraints and resource limitations were some of the challenges that impacted the sustainability of blended learning initiatives. The following quotations which are attributed to university management, lecturers and IT directors, illustrate these findings. One member of the University Management noted that:
As university administration, we are aware of the value of funding blended learning programs to improve the educational process. However, maintaining these projects over the long term is frequently extremely difficult due to inadequate financial resources (University Manager 1).

IT Directors highlighted that the sustainability of blended learning may be impacted by the university’s failure to offer the required hardware, software and network capabilities due to lack of funds. One IT director said:
As IT directors, we must contend with the difficulty of supplying the growing need for technological infrastructure to support blended learning (IT Director 1).

Another Director noted that for blended learning to succeed, they must frequently choose and carefully distribute IT resources for blended learning efforts, in light of the resource constraints. Lecturers also lamented the challenge of limited funding. While they acknowledged that blended learning presents a fantastic opportunity for involving students and providing high-quality instruction, lack of funding and essential resources make it difficult for them to access the digital tools and material required to support digital learning activities. Furthermore, lecturers and students mentioned lack of adequate support systems during the transition to blended learning. One lecturer pointed out that:
We encountered a serious lack of an adequate support system as they adjusted to the blended learning environment. It was difficult to successfully plan and deliver engaging blended learning experiences for our students due to lack of training and resources (Lecturer 5).

Students also echoed the same sentiments as they indicated that they faced major challenges because of the abrupt switch to blended learning. They pointed out that the transition to blended learning required a lot of adjustment on their part and lack of support from the university was depressing. Most of them had trouble navigating the new web platforms and tools due to inadequate support mechanisms. Below are excerpts from interviews with students:
Lack of resources, accessible technical assistance and clear instructions frequently made it challenging to fully engage and participate in the learning process (Student 5).

Our ability to adjust and succeed in the new learning environment was hampered by inadequate direction, restricted access to course material and inadequate support for using online learning tools (Student 5).

These findings show that financial support and the availability of technology resources are critical for the successful implementation of blended learning.

Monitoring and evaluation

Interviews with lecturers, Deans and IT directors highlighted the importance of ongoing evaluation and feedback mechanisms in assessing blended learning effectiveness. Some institutions have implemented evaluation processes to gather feedback from students and lecturers, which informs continuous improvement efforts and helps address identified challenges. Sharing feedback with lecturers can refine instructional strategies and enhance blended learning quality. Below are some excerpts from interviews with Deans:
We empower our lecturers with the information and abilities required to perform efficient assessment procedures and give students insightful feedback by investing in extensive training efforts (Dean 1).

In this regard, Deans pointed out that institutional policies and guidelines are essential for the evaluation process to be effective. For example, one Dean said:
To ensure that all lecturers adhere to best practices in blended learning, we must create clear standards for evaluation and feedback. This encourages excellence and guarantees fair evaluation for all students (Dean 2).

IT Directors concurred that the foundation of blended learning evaluation and feedback is a solid technical infrastructure. They pointed out that among the challenges that they were facing was the integration of learning management systems with evaluation and feedback technologies and the technical skills to support these technologies. Below are some excerpts from interviews:
To enable effective evaluation and feedback processes, it is essential to have strong networks, dependable servers and appropriate software tools (IT Director 1).

Lecturers also highlighted the significance of monitoring and evaluation. They indicated that evaluation and feedback are essential components of blended learning. They noted that for blended learning to be successful, lecturers need to have reliable evaluation techniques that incorporate both online and offline components. One lecturer pointed out that:
An issue we have as lecturers is tracking student progress in a blended learning setting. To monitor student participation and engagement, we need better tools and support mechanisms (Lecturer 8).

In summary, the findings indicate that blended learning implementation in Zimbabwean state universities following the COVID-19 pandemic has faced several challenges. These include infrastructure challenges, lecturer preparedness, student engagement and support and the need for ongoing evaluation and feedback. Addressing these findings can contribute to the refinement and sustainability of blended learning practices, ensuring equitable access to quality education in Zimbabwean state universities.

Strategies for sustainable blended learning in Zimbabwean state universities

Participants were asked what they thought could be done to sustain the implementation of blended learning at their universities. From a management point of view, a clear online teaching and learning policy was mentioned by all the participants. They also mentioned the need to mobilise resources to improve structural and individual efficiency and effectiveness. They pointed out that management should provide enough financial and technological resources to support blended learning efforts. This includes funding infrastructure improvements, learning management systems, the creation of online content and lecturer development initiatives. The participants suggested the following strategies and recommendations.
Clear policies and standards should be established by management to facilitate the deployment and assessment of blended learning (Dean 2).

IT Directors suggested the bulk purchase of data, specifically tailored for e-learning for students and lecturers and the provision of basic devices like tablets for students and lecturers. In this regard, one IT director suggested that:
IT directors should concentrate on enhancing the technical framework to meet the needs of blended learning. This entails increasing network speed, guaranteeing dependable server capacity and giving lecturers and students access to the proper software and hardware resources (IT Director 1).

They also highlighted the need to conduct training on how to access learning management systems such as Google Classroom, for both students and lecturers. One IT director pointed out that:
When implementing blended learning, IT directors should set up reliable technical support systems to cater for the needs of professors and students. This may entail supplying helpdesk services, setting up workshops to teach people how to use online platforms and providing support for troubleshooting technological issues (IT Director 2).

In response to the question requiring them to suggest measures and strategies that they could use to ensure the sustainability of blended learning approaches, lecturers gave the following responses:
• Capacity-building workshops for all stakeholders

• Adopting WhatsApp as a learning application since most students spend more time on WhatsApp than any other social network platform.

• Give students in advance the learning material package in CDs (course outlines, textbooks, videos, etc.) at the beginning of the semester to enable them to access learning material, even those with poor internet connectivity.

• The learning material can be provided in the form of modules.

Lecturers emphasized the importance of professional development programs, workshops, training sessions, and cooperative communities for effective blended learning experiences. They advocate for a flexible approach to course design, blending online and offline elements, allowing students to access educational resources and engage in interactive online activities while still having in-person interactions. They also suggest weekly schedules for module material coverage, ensuring students have a clear understanding of the material covered each week of the semester.

Discussion

The findings of this study reveal significant insights into the challenges, opportunities and strategies associated with implementing blended learning in Zimbabwean state universities, with focus on ensuring the sustainability of the strategy. The discussion of these findings provides valuable implications for policy, practice and future research in the post-COVID-19 era. The first research question looked at the current state of blended learning implementation in Zimbabwean state universities following the COVID-19 pandemic. The study’s findings show an increased uptake of blended learning which has improved access to educational resources, flexibility in learning and personalised learning experiences, which are consistent with the benefits mentioned in industrialised nations (Garrison and Kanuka, 2004; Garrison and Vaughan, 2008). Blended learning has been recognized as a flexible and successful strategy that improves student engagement and learning outcomes. The study identified a wide range of digital pedagogical strategies employed by lecturers, including synchronous and asynchronous online lectures, using video conferencing tools and pre-recorded lectures as well as multimedia learning resources posted on Google Classroom. These approaches created a flexible learning environment that allowed learning to take place anytime, anywhere on a 24/7 basis. By removing time and geographic restrictions, blended learning enables greater access to educational resources and material through online platforms. Blended learning’s adaptability and tailored learning opportunities can accommodate students' various requirements and preferences. Additionally, including multimedia and interactive learning resources improves engagement and comprehension.

The second research question looked at the difficulties in putting blended learning into practice. The investigation uncovered several important issues that require attention. The efficient deployment of blended learning has been hampered by inadequate infrastructure and technology resources, lack of funding, lack of lecturer preparedness, limited student engagement and support and lack of ongoing evaluation and feedback. Addressing these challenges can contribute to the sustainability of blended learning approaches, ensuring equitable access to quality education in Zimbabwean state universities. The findings underline the need for provision of infrastructure and technology improvements in fostering blended learning initiatives. Financial limitations can be addressed by working with government organizations, forming partnerships with the private sector and obtaining outside funding. Furthermore, the cost savings potential of blended learning must be capitalised to help upgrade the technology foundation required for long-term blended learning.

The third study question was concerned with how the adoption of blended learning could be made sustainable. Overally, the results highlight the importance of sustainable blended learning strategies in Zimbabwean state universities to provide quality higher education in the post-COVID-19 age. The sustainable implementation of blended learning depends not only on lecturers' preparedness but also on their access to essential resources and support. The findings of this study challenge universities to strategically invest in infrastructural development, technical support systems, funding and staff development programs. Technological infrastructure is the most essential component of the sustainability of blended learning. The adoption of blended learning is frequently stated to be difficult around the world due to inadequate infrastructure and technology resources, as well as the requirement for lecturer assistance and training (Hew and Cheung, 2014; Picciano, 2017). To promote seamless blended learning experiences, Zimbabwean higher education institutions must invest in dependable internet connectivity, computer infrastructure and digital tools.

Another critical issue for the sustainability of blended learning is the imperative to tackle the lack of opportunities for professional development and training for lecturers. Interventions focused on shifting the mindset of lecturers in the field are preferred, as many of them have received their education and developed their professional experiences as educators before the emergence of blended learning. According to Jimenez et al. (2018), lecturers require assistance and training in instructional design for hybrid and online learning environments. The findings highlight the urgent need for focused expenditures in staff development to address the challenges faced in the implementation of blended learning. Universities should place high priority on offering training courses to lecturers so that they can be prepared to effectively use blended learning strategies. Professional development programs can improve lecturers’ digital literacy, pedagogical expertise and capacity for effective student engagement. To maintain lecturer involvement and enthusiasm for blended learning, universities should provide continuing support and mentorship for them to change their mindsets towards technology.

Furthermore, for blended learning to be successful, student preparation is crucial. Institutions should establish student orientation programs to acquaint students with online learning platforms, digital technologies and appropriate digital citizenship behaviours. For students from underprivileged backgrounds, providing access to digital devices and internet connectivity can help close the digital divide and ensure equal participation. The long-term sustainability of blended learning is further aided by encouraging student engagement through engaging online exercises, group projects and timely feedback.

The findings of the study also suggest that the sustainability of blended learning techniques depends on ongoing monitoring and evaluation as well as quality assurance procedures. Higher learning institutions should set up procedures for tracking and assessing the success of blended learning initiatives. Feedback from students, lecturers and other stakeholders should be gathered to assist in identifying problem areas and guide decision-making. Monitoring and ongoing evaluation can help institutions solve new problems as they arise and make sure blended learning can meet the demands of both students and lecturers.

Implications for practice

The findings of this study have several significant implications, both for the higher education system and for broader educational practices and policies in the country. Among other things, the research findings suggest that blended learning has proven effective during the pandemic. This implies that universities should continue to invest in and develop adaptive educational models that integrate technology and in-person instruction to meet the needs of diverse student populations. Embracing sustainable blended learning practices can enhance the competitiveness of Zimbabwean state universities on the global stage. This is important for attracting international students and partnerships. Furthermore, blended learning can promote the concept of lifelong learning, where individuals continue to acquire new skills and knowledge throughout their lives. This aligns with the evolving demands of the job market.

The findings also suggest that the sustainability of blended learning requires significant investment in digital infrastructure and improved access to technology and the Internet, particularly in the rural and underserved areas of Zimbabwe. This has implications for government policies and funding priorities. Universities should develop funding policies that direct financial resources towards technology upgrades, e-learning platforms, and support services for both students and lecturers. Funding and resource allocation should address equity and inclusivity in blended learning by ensuring that all students, regardless of their socioeconomic background or geographic location, have access to quality education. Therefore, there is need to adopt a multi-faceted approach that addresses infrastructure, capacity development for lecturers, equity and policy considerations to ensure that blended learning remains a viable and effective mode of education.

Furthermore, universities need to provide ongoing training and support for lecturer to effectively design and deliver blended programs. This includes enhancing digital literacy, instructional design skills, and online teaching pedagogies. The findings also show that blended learning allows greater flexibility in learning pathways. This implies that universities need to reconsider their curriculum design to increase the flexibility offered by blended learning. This could lead to the development of more customised and personalised educational experiences, enabling students to pursue individualised learning goals. The curriculum redesign should also consider the development of effective methods for assessing and evaluating student learning that are aligned with the unique aspects of blended learning.

Conclusions

The study provides a comprehensive exploration of the elements supporting the sustainability of blended learning in the Zimbabwean context while proposing strategies to overcome obstacles and advance sustainability. A multifaceted approach is advocated to ensure the long-term viability and effectiveness of blended learning in Zimbabwe’s state universities. Key aspects include establishing a strong technical foundation, enhancing lecturer capacity, supporting student preparation and fostering a conducive institutional environment for technology integration. The study underscores the importance of heeding its recommendations for sustainable blended learning approaches. It calls for ongoing reflection and adaptation to optimise the synergy between educators and technology in blended learning environments. Additionally, it suggests the need for further investigation into overcoming barriers and promoting diversity in blended learning. Monitoring and evaluation of the impact of blended learning deployment in Zimbabwean higher education institutions is advocated to refine and improve practices. Generally, the study highlights the imperative for continuous improvement and adaptation to realise the full potential of blended learning in higher education.

Footnotes

Acknowledgements

The author extends sincere gratitude to the participants who contributed to this study. Appreciation is also extended to colleagues at the Department of Science, Technology, and Design Education, Midlands State University, Gweru, Zimbabwe, for their invaluable support and critical feedback during the writing process of this article. Furthermore, the author acknowledges the anonymous referees for their insightful comments on an earlier draft of the paper.

Declaration of conflicting interests

The author declares no potential conflicts of interest concerning the research, authorship and/or publication of this article.

Funding

The author received no financial support for the research, authorship and/or publication of this article.

ORCID iD

Lockias Chitanana

Author Biography

Lockias Chitanana is a senior lecturer in the Department of Science Technology and Design Education at Midlands State University, Zimbabwe, with over 20 years of experience in teaching Educational Technology and ICT curriculum integration. He served as Chairperson of the Department of Educational Technology for 13 years. Chitanana has developed and facilitated online teacher professional development courses with national and international organizations since 1999. He has also coordinated Online Learning Circles with iEARN, the Global Teenager Project, and World Links for Development. His research focuses on e-learning, instructional design, and the future of education. He holds a PhD in technology education from the University of KwaZulu Natal, South Africa.

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