Zimbabwe’s Ministry of Primary and Secondary Education (MoPSE) has unveiled an ambitious Information and Communication Technology Strategy for the country’s primary and secondary schools covering the period from 2025 to 2030. This new national blueprint sets out a far-reaching plan to leverage digital technologies to transform teaching and learning in classrooms across the country, placing Zimbabwe on a stronger path toward a technology-enabled education system that is inclusive, future-ready and globally competitive, according to the World Bank.
At its core, the new strategy recognises that the world is rapidly changing and that education systems must keep pace. Zimbabwe’s education sector has long grappled with limited access to digital tools, uneven internet connectivity, and gaps in teacher training. The strategy aims to tackle these longstanding obstacles head-on by expanding access to technology, improving digital infrastructure in schools, and equipping teachers and learners with the skills necessary to thrive in the digital age.
Education officials say the programme represents a major milestone in efforts to modernise classrooms and deepen the use of ICT so that students in both urban and rural areas benefit from inclusive, quality education. With digital skills increasingly linked to employment opportunities in the global economy, integrating ICT into basic education is seen as essential for expanding opportunity and narrowing the digital divide.
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Bridging the Digital Divide in Schools
One of the central aims of the 2025-2030 ICT Strategy is to ensure that learners across Zimbabwe have equitable access to ICT resources. This includes improving internet connectivity at school locations, providing computers and tablets where needed, and strengthening the power supply to rural schools so that devices can be used reliably. Policymakers insist that connectivity and infrastructure must become fundamental components of the education system if students are to benefit from digital learning tools and online content.
The strategy acknowledges that many schools currently lack basic ICT equipment and suffer from intermittent access to electricity and the internet. Addressing these gaps will require coordinated investments from the government, partnerships with the private sector, and support from development partners. By expanding physical infrastructure and increasing access to online learning, the programme seeks to reduce disparities in educational outcomes between better-resourced urban schools and underserved rural communities.
Experts say that bridging the digital divide will not only help learners gain confidence with computers and mobile technologies but also lay the foundation for new teaching methods that enhance critical thinking and problem-solving skills beyond traditional rote learning. The strategy places particular emphasis on student preparedness for the 21st century workforce, where digital literacy is essential for success in sectors ranging from agriculture and manufacturing to finance and technology.
Empowering Teachers and School Leaders
Zimbabwe’s ICT plan recognises that success rests heavily on teachers, headteachers and administrators who must be confident and skilled in using technology in their daily instructional practice. The new approach calls for extensive professional development programmes designed to build educators’ competencies in incorporating digital tools into lesson plans and to shift pedagogical practices toward blended and digital learning environments.
Professional development under the strategy will include continuous training, peer learning opportunities, and access to online resources that enable teachers to grow their ICT skills over time. Education leaders at all levels are expected to champion digital integration and support their school communities through mentorship, planning, and monitoring the effective use of ICT in classrooms.
The focus on teachers reflects research showing that without confidence and skills among educators to integrate ICT meaningfully, investments in hardware and software alone will have limited impact. Capacity building is therefore a key pillar of the strategy, ensuring that teachers are not only comfortable with technology but also able to use it to enhance learning outcomes and student engagement.
Learning for the Future
The strategy aligns closely with Zimbabwe’s broader national development goals, including Vision 2030, which positions the country to become a knowledge-based, upper-middle-income economy. Vision 2030 highlights the importance of ICT as an enabler across sectors, including education, to support universal access, economic growth and digital inclusion.
Under the strategy, ICT will not be introduced as an extra, optional subject but will be integrated across core subjects such as mathematics, science and languages. The goal is to ensure that learners gain practical digital skills alongside academic knowledge that will prepare them for further education and employment. In doing so, the strategy seeks to increase the number of young people equipped to participate in the ICT sector itself, as well as other fields that increasingly depend on digital tools.
While much of the strategy’s success will depend on funding, partnerships and effective rollout at the grassroots level, education leaders say they are committed to turning the vision into reality. In the coming months, MoPSE plans to work with stakeholders across government, local communities, the private sector and international partners to finalise implementation plans and begin pilot activities in select districts.
Many stakeholders view this strategy as a critical step in preparing Zimbabwe’s next generation of learners for the realities of the modern world. With continued support and focus, the strategy could transform classrooms, strengthen the quality of education and unlock opportunities for millions of children who have long lacked equitable access to digital learning resources.
Looking Ahead
The ICT Strategy for Primary and Secondary Education is being hailed as a bold move that recognises the central role of technology in the future of learning. By placing equality, capacity building and practical outcomes at the heart of the plan, Zimbabwe aims to narrow the digital divide between different regions and social groups.
As implementation unfolds, observers will be watching closely to gauge how quickly schools adapt to new digital tools, how effectively teachers are supported in the transition, and how learners benefit from improved access to information and communication technologies. For many young Zimbabweans, this strategy represents a promising step toward education that equips them with the skills they need to compete and succeed in a rapidly changing global economy.
Zimbabwe’s experience could also offer valuable lessons for other African countries seeking to harness ICT for inclusive, quality education. The road ahead will require commitment, coordination and continued innovation, but for now, the launch of this strategy marks a meaningful beginning for the next chapter in the nation’s education journey.
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