Applying Ubuntugogy in Technology-Mediated Learning: Fostering Student Wellbeing, Resilience, and Inclusivity
DOI:
https://doi.org/10.63236/injeep.1.3.2Keywords:
Ubuntugogy; Heritage-Based Education; Student Wellbeing; Blended Learning; InclusivityAbstract
Post-COVID disruptions in higher education have highlighted significant challenges in student wellbeing, resilience, and inclusivity, particularly in technology-mediated learning environments. In Zimbabwe, the Heritage-Based Education (HBE) 5.0 curriculum, founded on Ubuntu, integrates teaching, research, community service, innovation, and industrialisation, yet practical implementation of inclusivity and special needs education (SNE) remains inconsistent. This study examined how Ubuntu-informed teaching and learning approaches can foster student resilience, wellbeing, and inclusive learning experiences, using a single Zimbabwean university as an anonymized case. Employing a purposive sampling technique and a qualitative case study design with narrative inquiry, data were collected from four lecturers and three focus groups of six students each, representing postgraduate diploma, master’s, and undergraduate cohorts. Data were analysed using reflexive thematic analysis and narrative coding to identify patterns and generate interpretive insights. Findings revealed five key themes: relational presence in blended learning spaces, digital and material inequities, narratives of student resilience, pedagogic tensions between HBE pillars and inclusivity, and persistent gaps in SNE that affect social and academic engagement. Drawing on these insights, the study developed an Ubuntu-informed Resilience and Inclusivity Framework, offering culturally grounded strategies to enhance student wellbeing, bridge equity gaps, and guide inclusive, technology-mediated pedagogy. This framework provides practical implications for national policy, supports regional adaptation in Southern African universities, and contributes to international discourse on resilience and inclusive higher education.
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Data Availability Statement
The datasets generated and analysed during the current study are not publicly available due to the sensitive and identifiable nature of participant narratives and institutional information. Data supporting the findings are available from the corresponding author upon reasonable request, subject to ethical approval and adherence to confidentiality agreements to protect participants’ privacy.
