COVID-19 and social inequality: Lessons from a higher and tertiary education institution in Zimbabwe

The COVID-19 pandemic has impacted negatively on global community and threatened the realisation of Sustainable Development Goals (SDGs) and the transformative promise of the SDGs of "leaving no one behind". This paper analysed different experiences of higher and tertiary education students in Zimbabwe as they adapt, adjust and embrace new approaches to learning during lockdown. It further explored the opportunities and potential strategies for preparing higher education institutions to be resilient and agile in times of uncertainties and shocks. This qualitative research adopted a case study research design and data were gathered through interviews, questionnaires and document review. Findings revealed that students faced challenges ranging from internet related challenges and lack of electronic gadgets and e-learning training to lack of funding to support online learning. The study revealed that students from poor backgrounds failed to access educational tuition during the lockdowns. The results of this study also show that the pedagogical approaches during the pandemic restricted students' participation and interaction in the learning process. It further demonstrated lack of preparedness by the institution in adopting technology demands during the COVID-19 pandemic thereby exposing the barriers that militated against viable online learning. Whilst the COVID-19 pandemic has negatively impacted on the teaching and learning approaches at higher and tertiary education institutions, it also brings opportunities for transforming the current pedagogical approaches so that they are resilient, empowering, and enfranchising during times of emergencies.