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The State of Robotics and AI Education in Zimbabwean Schools: A Critical Analysis

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  • Nhidza Jemitayi

    (University of Zimbabwe)

Abstract

This paper presents a comprehensive examination of the current state of robotics and AI education in Zimbabwean schools, shedding light on critical issues that hinder effective learning in these fields. Key concerns include superficial engagement in competitions, where students often participate not for genuine learning but for accolades, and an overreliance on adult-driven projects that deprives learners of essential hands-on experiences. Additionally, the study identifies the absence of structured and coherent curricula as a significant barrier to fostering deep understanding and innovation among students.

Suggested Citation

  • Nhidza Jemitayi, 2025. "The State of Robotics and AI Education in Zimbabwean Schools: A Critical Analysis," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 12(7), pages 1282-1289, July.
    • Handle: RePEc:bjc:journl:v:12:y:2025:i:67:p:1282-1289
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