TRANSFORMING EDUCATION AND HUMAN CAPITAL DEVELOPMENT IN ZIMBABWE: A LEADERSHIP-DRIVEN APPROACH LEVERAGING EMERGING TECHNOLOGIES IN HIGHER EDUCATION

Abstract

Zimbabwe experiences serious challenges in education and human capital development, which hinder its economic and social advancement. This paper explores the transformative potential of a leadership-driven approach, integrated with emerging technologies such as artificial intelligence (AI) and online platforms, to enhance educational outcomes within Zimbabwean Higher Education Institutions (HEIs). Employing a quantitative case study design, quantitative data were collected through a structured survey administered to a representative sample of 200 educational leaders, assessing their perceptions of leadership and technology's impact on education. The quantitative analysis was conducted using descriptive and inferential statistics via SPSS, version 20. Underpinned by a multi-faceted theoretical framework, including Human Capital Theory, Transformational Leadership Theory, and the Technology Adoption Model (TAM), the findings reveal the crucial role of leadership and technological innovation in fostering educational transformation and enhancing graduate employability. The paper acknowledges limitations and explores theoretical and practical implications, proposing a leadership paradigm that emphasises innovation, inclusivity, and adaptability. Recommendations for educators and policymakers centered on leveraging transformative leadership and emerging technologies to promote sustainable human capital development in Zimbabwe and beyond.