Abstract:
The study evaluated teaching-learning designs for higher and tertiary institutions before the
adoption and after the adoption of the Education 5.0 philosophy in the year 2020. It seeks to
make a comparative analysis of the designs to establish the connoisseurship of
teachinglearning in institutions of higher learning. The study focuses on pedagogic and
andragogic methodologies during these two epochs. The study found that the application of
pedagogic instructional design and delivery methods characterised the Education 3.0 epoch
with less andragogy. However, Education 5.0 has been characterised by more of an andragogic
design and delivery with the learner, community and industry-centred teaching-learning.
Despite the wide use of pedagogy and andragogy as the main models of teaching-learning, the
existence of a holistic model that drives the innovation and industrialisation thrusts of
Education 5.0 has been non-existent. To this end, the study found out that there are other
models in addition to the combination of andragogy and pedagogy (humanagogy) that
characterise university learning. These include ergonagy, heutagogy and ubuntugogy. Despite
the advocacy for pragmatism through Education 5.0, forms of assessments and teaching
methodologies are yet to change.
Description:
The purpose of the Kuveza neKuumba - Zimbabwe Ezekiel Guti University Journal of
Design, Innovative Thinking and Practice is to provide a forum for design and
innovative solutions to daily challenges in communities.
