Sarcouncil Journal of Education and Sociology

Abstract: Since the onset of COVID-19, education systems around the world have increased investment in digital learning from primary schools to universities. Several governments have prioritized their education agendas and adapted strategies and policies for digital teaching and learning to support sustainable development. In Zimbabwe, the heritage-based education 5.0 philosophy, recently introduced by the Minister of Higher Education, promotes digital education to transform the economy for sustainable growth. With the growing government and ministry emphasis on digital education, it is crucial to critically examine current teacher practices in digital education within early childhood classrooms (ECD). The study adopted an interpretive paradigm and a multiple case study design involving three teachers from three different schools. Data were collected from these three ECD teachers through face-to-face semi-structured interviews and document analysis. Despite teachers’ significant efforts to implement digital education in ECD classrooms, the process faced numerous challenges. On a positive note, exposing young learners to digital education helped develop well-rounded skills relevant to their future careers and personal lives. Additionally, sustainable development provides learners with the knowledge, values, and skills needed to tackle global challenges and contribute to a more sustainable future.