Bridging the Digital Divide: A Case Study of Virtual Mentoring in Zimbabwean Rural Secondary Schools

Rosemary Madzore, Themba Ralph Mkhize · 2025 · Journal of Education and Learning Technology

Summary. Virtual mentoring can improve teacher professional development and retention in rural Zimbabwe despite significant digital infrastructure gaps. The study found that while national policies promote digital inclusion, rural schools face barriers including limited electricity and internet access, plus gender-based digital exclusion. Teachers nonetheless viewed virtual mentoring as valuable for their growth, suggesting targeted investment in rural ICT infrastructure and digital literacy training could enable equitable access to professional support.

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@article{madzore-2025-bridging-digital-divide-case-study,
  title   = {Bridging the Digital Divide: A Case Study of Virtual Mentoring in Zimbabwean Rural Secondary Schools},
  author  = {Rosemary Madzore and Themba Ralph Mkhize},
  journal = {Journal of Education and Learning Technology},
  year    = {2025},
  doi     = {10.38159/jelt.20256124},
  url     = {https://doi.org/10.38159/jelt.20256124}
}

TY  - JOUR
TI  - Bridging the Digital Divide: A Case Study of Virtual Mentoring in Zimbabwean Rural Secondary Schools
AU  - Rosemary Madzore
AU  - Themba Ralph Mkhize
JO  - Journal of Education and Learning Technology
PY  - 2025
DO  - 10.38159/jelt.20256124
UR  - https://doi.org/10.38159/jelt.20256124
ER  - 

Details

DOI

10.38159/jelt.20256124

Countries

Zimbabwe

Regions

Africa

Categories

broadband-and-digital, education, general-innovation

Added

2026-05-01