Can EdTech transform a nation facing infrastructure challenges?

By Dr Richard Dune

As Zimbabwe marked 45 years of independence on 18 April 2025, the spotlight (as it usually does) turned to politics, economics, and governance. Rightly so. Yet, in this pivotal moment of reflection, we must also ask: What role can education technology (EdTech) play in reshaping the nation’s future? And more crucially, is Zimbabwe ready for a digital learning revolution?

These are the questions I address at the Zimbabwe @45 panel discussion hosted by Professor Winston Mano at the University of Westminster, where Oxford scholar Professor Miles Tendi launched his latest book, ‘The Overthrow of Robert Mugabe’. As the discussion navigates Zimbabwe’s political past and present, I hope to contribute a forward-looking perspective on digital transformation rooted in realism but not devoid of hope.

With over 60% of Zimbabwe’s population under the age of 25, we are looking at a digital-first generation. From WhatsApp university groups to YouTube tutorials, Zimbabwean youth already use mobile platforms for informal learning. What’s missing is structured access, consistent, affordable, and tailored to local needs.

EdTech, when done right, can close the gap between potential and opportunity. Mobile-first, low-data platforms are redefining education access in underserved communities across Africa. Zimbabwe has the talent. What’s needed is the infrastructure to scale.

Let’s be clear: Zimbabwe cannot leap into a digital learning utopia without overcoming two stubborn obstacles: connectivity and electricity.

Zimbabwe’s mobile data is among the most expensive on the continent. A basic online course or a virtual classroom can become financially inaccessible to the average family. Add to that regular power outages, and you have a digital dream constantly interrupted by harsh realities.

AI and advanced computing, now central to EdTech innovation, require stable electricity, reliable broadband, and costly processing power. These are not yet widely available across Zimbabwe. While global discussions rave about Chatgpt and virtual learning environments, much of rural Zimbabwe is still waiting for a stable 3g signal and a working socket.

This doesn’t mean Zimbabwe must wait for perfect infrastructure to embrace EdTech, quite the opposite. Innovation must reflect reality.

Offline-first learning tools, distributed via SD cards or preloaded on devices, can bridge the gap. Solar-powered ICT centres in schools and communities can bypass the national grid altogether. Data-lite mobile learning apps, integrated with SMS and USSD technology, can deliver meaningful learning without the need for broadband.

This is what frugal innovation looks like: low-cost, high-impact solutions designed for resource-constrained settings. It’s not about building the next Silicon Valley in Harare, but about making sure a rural child in Gokwe can access learning on a cloudy day without waiting for the electricity to return.

The Zimbabwean diaspora is uniquely positioned to bridge the innovation divide. At LearnPac Systems, our work in workforce development and digital learning spans the UK, Africa, Europe, and Asia. We’ve seen firsthand how diaspora-led initiatives can pilot scalable models that bring technology and training together, without waiting for government intervention.

Whether it’s mentorship, funding, or co-creating with local innovators, the diaspora must move from remittances to strategic reinvestment in knowledge systems.

To unlock EdTech’s full potential, we need a national digital education strategy, not just piecemeal projects. This means:

• Encouraging public-private partnerships to subsidise data for education

• Supporting local developers to build culturally relevant content

• Providing incentives for EdTech entrepreneurs building for marginalised communities.

• AI can come later. Right now, we need policies that focus on access, equity, and empowerment.

At 45, Zimbabwe is neither old nor young as a nation. But like any mid-life milestone, it’s an opportunity to re-evaluate what truly matters.

If education is the engine of development, then EdTech could take us further, faster. But we must choose the right fuel, matched to the terrain we’re driving through.

The question is not whether Zimbabwe can embrace EdTech. The question is whether we are prepared to design EdTech that fits Zimbabwe, not just copy and paste models from the West.

In the end, it’s not about tablets in classrooms or flashy AI tools. It’s about giving every Zimbabwean, regardless of location or income, the opportunity to learn, grow, and thrive in a connected world.

That’s a future worth building.

Dr Richard Dune is the CEO of LearnPac Systems, a leading UK provider of edtech and compliance software solutions for regulated sectors. He specialises in governance, compliance, and innovation in both public and private sectors. He can be reached at [email protected] or +44 24 7610 0090.