Exploring Challenges in Teaching and Learning Robotics and Coding At ECD Level in Marginalised Rural Schools: Case Study of Garahwa Cluster in Manicaland

This study investigated the challenges of implementing coding and robotics education at the Early Childhood Development (ECD) level in the Garahwa School Cluster, a rural and under-resourced community in Chipinge District, Manicaland Province. In response to the increasing national focus on fostering early digital literacy, as articulated in Zimbabwe’s Education 5.0 vision and the Ministry of Primary and Secondary Education’s (MoPSE) 2024 to 2030 curriculum reforms, which explicitly advocate for heritage-based, culturally responsive educational approaches. this study sought to examine the barriers impeding inclusive digital education for young learners within marginalised rural settings. The study was underpinned by a multidisciplinary theoretical framework, integrating Social Constructionist Learning Theory, the Technological Pedagogical Content Knowledge (TPACK) model, Digital Divide Theory, Bronfenbrenner’s Ecological Systems Theory, and an Equity framework to provide a comprehensive lens for analysis. A mixed approached approach was employed, with purposive sampling used to select ECD teachers, school leaders, learners, community members, and education officials. Data was gathered using semi-structured interviews, focus group discussions, and classroom observations. The study revealed that most teachers lacked both the confidence and formal training necessary to effectively teach coding, with 70% indicating minimal exposure to digital tools. The core challenges that were identified included insufficient technological infrastructure affecting 85% of schools, lack of professional development opportunities reported by 70% of teachers, limited access to electricity experienced by 65% of classrooms, and low levels of parental and community support observed in 60% of the school community. The study recommended a comprehensive in-service training, context-appropriate curriculum adjustments, infrastructure development such as solar-powered ICT hubs. The study urged educators, policymakers, and stakeholders to work together to ensure inclusive digital learning for ECD learners.