Developing a framework for an inclusive learning environment under resource constraints in State Universities in Zimbabwe.

Abstract

This qualitative study develops a framework for an inclusive learning environment under resource constraints in state universities in Zimbabwe. The study began by understanding the challenges, critical success factors and strategies lecturers employ to strive for inclusivity. Data were collected through twenty face-to-face interviews. Thematic analysis was employed using NVivo version 14. Study results show that lecturers know the importance of inclusivity and are eager to foster an inclusive learning environment throughout the education value chain, but resource constraints hinder them. Drawing on the analysis of participants’ responses, the study offers a framework that may be applied to foster an inclusive learning environment during resource constraints.