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Transforming TVET Curriculum: Leveraging Coding and Robotics as catalysts for Functional Design Innovation at IGCSE level in Zimbabwean Schools

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  • Blessing Hove

    (CAD Practitioner St Ignatius College)

  • Huckleberry Pasipanodya

    (Computer Science Practitioner St Ignatius College)

Abstract

This qualitative study investigates the transformation of the TVET curriculum in Zimbabwean schools through the integration of coding and robotics into the IGCSE Design and Technology syllabus. It explores how this synergy enhances students’ ability to produce innovative, functional, and industry-relevant design solutions. A key focus is on bridging the gap between conceptual design and real-world application, emphasizing that designs often fall short when they lack programmed instructions provided by coding. Coding equips students with the ability to embed functionality into their designs, while robotics offers a platform for hands-on experimentation, enabling the creation of interactive, automated prototypes. The research underscores the necessity of harmonizing Design and Technology with Computer Science, fostering a multidisciplinary approach that enhances creativity, technical proficiency, and problem-solving skills. The study envisions a TVET curriculum that prepares students for the demands of Industry, empowering them to develop smart, user-centred products that align with global industrial trends and technological advancements.

Suggested Citation

  • Blessing Hove & Huckleberry Pasipanodya, 2025. "Transforming TVET Curriculum: Leveraging Coding and Robotics as catalysts for Functional Design Innovation at IGCSE level in Zimbabwean Schools," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 12(2), pages 119-125, February.
    • Handle: RePEc:bjc:journl:v:12:y:2025:i:2:p:119-125
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