Lecturers’ Perspectives on the Effectiveness of Modular-Based Teaching in Higher Education in Zimbabwe
Abstract
Most higher learning institutions in Zimbabwe have embraced modular-based teaching in line with the Ministry of Higher and Tertiary Education’s Education 5.0 Philosophy. This study explored lecturers’ perspectives on the effectiveness of this approach at a public university. Using a qualitative case study design, twelve lecturers from six faculties were purposively selected, representing qualifications from master's level to professorship. Data were collected through face-to-face interviews guided by semi-structured questions and analysed thematically using N-vivo version 15. Findings revealed that modular-based teaching presents both opportunities and challenges. While it offers flexibility and innovation in teaching and learning, its success largely depends on students’ ability to manage time effectively. Lecturers emphasised that adequate resources, particularly online platforms such as Moodle, are essential to support modular delivery. The study further recommended integrating artificial intelligence (AI) into teaching practices to enhance instructional innovation and align with evolving educational demands. Distinctively, this research contributes to understanding modular-based teaching effectiveness by foregrounding the lived experiences and insights of university lecturers, highlighting the need for resource deployment and technological integration to maximise its potential in Zimbabwean higher education.
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