DIGITAL TECHNOLOGY-ENHANCED PEDAGOGY AND ITS IMPACT ON SUSTAINABLE PRE-SERVICE SCIENCE EDUCATORS’ DEVELOPMENT IN ZIMBABWE

Abstract

In Zimbabwe, higher education is developing, and digital technologies play an essential part in its revolution. Henceforth, this paper sought to unearth the impact of digital technology-enhanced pedagogy on sustainable pre-service science educators’ development. To accomplish this qualitative content review was conducted to relevant literature concerning digital technology-enhanced pedagogy in pre-service science educators’ professional development. This analysis counts on key bibliographic databases: Science Direct, Scopus, Web of Science, and Google Scholar through that a huge quantity of research papers. This, qualitative content analysis was conducted to conceptualize digital technology-enhanced pedagogy in the context of sustainable pre-service science educators’ development in Zimbabwe; and identify the theories underpinning integration of digital technology-enhanced pedagogy into pre-service science educators’ professional development. We showed how digital technology-enhanced pedagogy proffers opportunities in sustainable pre-service science educators’ professional development in Zimbabwe. Potential challenges encountered when integrating digital technology-enhanced pedagogy in sustainable pre-service science educators’ development in Zimbabwe were articulated. From the discussion, it can be concluded that the integration of digital technology-enhanced pedagogy has impacted positively on pre-service science educators’ sustainable development.  It is in this context that despite the challenges encountered when integrating digital technology-enhanced pedagogy into pre-service science educators’ development, we recommend that extra consideration be put in place in mobilizing relevant digital technology infrastructure and resources.