Reformed Church University

The aim of the study was to establish the relationship between remuneration practices and organisational performance in the manufacturing industry in Zimbabwe. A case of Olivine Industries Ltd, Zim Gold Oil Industries and United Refineries Ltd. The research was inspired by the marked decline of performances in the manufacturing industry in Zimbabwe, which includes Olivine Industries Ltd, ZimGold Oil Industries and United Refineries Ltd. The research also identified factors affecting the choice of remuneration practices in the manufacturing industry. The research used a mixed research approach that is qualitative and quantitative. Questionnaires were administered. The study was undertaken with a sample of 317 respondents drawn from the oil firms. The findings showed that cost of living, labour unions, labour market, government legislations, society and social factors are external factors affecting the choice of remuneration practices in the oil industry and the ability to pay, employee-related factors, job requirements, organisation’s strategy, seniority and potential of employees are internal factors influencing the choice of remuneration strategy. Recommendations were that the manufacturing industry should use skill-based pay, pay for performance, as the best remuneration practices for improved performance

The integration of artificial intelligence (AI) into higher education has prompted widespread speculation about the potential obsolescence of university lecturers. While AI systems demonstrate impressive capabilities in content delivery, assessment, and personalisation, this research critically examines the assumption that they can replace human educators. This issue is particularly complex, given that effective higher education involves not only the transmission of information but also the development of cognitive, emotional, ethical, and social aspects. Despite advances in AI technologies, current discourse often neglects the irreplaceable human functions that underpin transformative education. Addressing this gap, the study adopts a human-centred framework to investigate essential lecturer capabilities, limitations of AI systems, and the design of optimal human-AI collaboration. Using qualitative methods, including stakeholder interviews and comparative institutional analysis, the findings reveal ten educational domains where human capabilities remain indispensable, from emotional support and ethical mentorship to adaptive teaching and research integration. AI excels in routine, scalable tasks, yet lacks empathy, moral agency, and contextual understanding. Consequently, this research proposes a collaborative model in which AI enhances rather than replaces lecturers, thereby supporting educational quality and student development. The findings have significant implications for institutional policy, faculty development, and the ethical integration of AI in education, affirming the enduring and transformative role of human educators in the digital age.

Multimedia learning effectiveness varies widely across cultural contexts and individual learner characteristics, yet existing educational technologies lack computational frameworks that predict and optimize these interactions. This study introduces the Multimedia Integration Impact Assessment Model (MIIAM), a machine learning framework integrating cognitive style detection, cultural background inference, multimedia complexity optimization, and ensemble prediction into a unified architecture. MIIAM was validated with 493 software engineering students from Zimbabwe and South Africa through the analysis of 4.1 million learning interactions. The framework applied Random Forests for automated cognitive style classification, hierarchical clustering for cultural inference, and a complexity optimization engine for content analysis, while predictive performance was enhanced by an ensemble of Random Forests, XGBoost, and Neural Networks. The results demonstrated that MIIAM achieved 87% prediction accuracy, representing a 14% improvement over demographic-only baselines (p < 0.001). Cross-cultural validation confirmed strong generalization, with only a 2% accuracy drop compared to 11–15% for traditional models, while fairness analysis indicated substantially reduced bias (Statistical Parity Difference = 0.08). Real-time testing confirmed deployment feasibility with an average 156 ms processing time. MIIAM also optimized multimedia content, improving knowledge retention by 15%, reducing cognitive overload by 28%, and increasing completion rates by 22%. These findings establish MIIAM as a robust, culturally responsive framework for adaptive multimedia learning environments.

Donor aid has historically been instrumental in Zimbabwe’s HIV response, supporting a range of interventions including antiretroviral therapy (ART), prevention, counselling, and community-based care. However, a gradual decline in donor support, resulting from shifting global health priorities and economic constraints, threatens the sustainability of critical services. This paper explores the role of social work in mitigating the consequences of reduced funding for HIV programming in Zimbabwe. Through a qualitative study involving in-depth interviews with frontline social workers and an analysis of key policy documents, we examine the impact of funding shortages on service delivery, professional practice, and client outcomes. Findings reveal increasing workloads, diminished psychosocial support services, and compromised care pathways. Yet, despite these challenges, social workers have developed innovative responses, including leveraging informal support networks, integrating HIV care into social protection systems, and advocating for domestic resource mobilisation. The study underscores the urgent need to institutionalise social work within national HIV responses, increase state funding, and ensure the resilience of community-based care models in the face of donor withdrawal.

Stress among working students arises due to the dual demands of academic and professional responsibilities. This study aimed to explore the role of Islamic spirituality in managing stress among working students. The research approach used a qualitative phenomenological method involving in-depth interviews with five working college student participants. Data were analysed using thematic analysis to identify patterns in their experiences. The results showed that Islamic spiritual practices such as prayer, supplication, remembering Allah Swt (dhikr), and understanding concepts such as tawakal and qadar play an important role in reducing stress, increasing inner peace, mental resilience and optimism in the face of academic and professional pressures. In addition, support from the Muslim community also contributes to lowering anxiety and motivating them to overcome challenges. This study concludes that Islamic spirituality is an effective coping strategy for working university students in managing stress. The findings enrich the existing literature on the relationship between spirituality and stress management and offer practical implications for educational institutions to design holistic support programs that help students maintain academic, professional, and mental well-being.

Pregnant women experienced more mental health issues during the COVID-19 pandemic as a result of elevated stress and worry. To learn how pregnant women in Zimbabwe's Masvingo Province handled these difficulties, research was carried out in the Mwenezi District. Thirty participants in qualitative interviews in a Christian background said that psychological resilience and emotional stability were supplied by religion, religious activities, and community support. The study discovered that stress was much reduced and hope was encouraged by practices including prayer, scripture reading, group worship, and pastoral counselling. It was also observed that coping mechanisms were shaped by the blending of traditional beliefs with Christian activities. The study emphasizes how crucial it is to take religious viewpoints into account when providing mental health care, particularly in rural Africa where religion is deeply ingrained in daily life. The study's recommendations include encouraging cooperation between religious leaders and healthcare professionals to give pregnant women comprehensive assistance and enhancing pastoral training on mental health concerns. By highlighting culturally appropriate coping strategies during times of crisis, this research advances our knowledge of the relationship between faith and mental health.

This chapter investigates the effectiveness of selective garbage collection as a model for addressing solid waste accumulation and advocates for increased municipal participation in solid waste management and recycling in Zimbabwe. Solid waste management presents a significant challenge in Zimbabwe, exacerbated by rapid urbanization and population growth. Conventional waste management practices have proven inadequate in managing the escalating volumes of waste, leading to environmental degradation, public health risks, and economic burdens. In response to these challenges, selective garbage collection has emerged as a promising approach to waste management, involving the sorting of waste at its point of origin into different categories such as recyclables, organic waste, and non-recyclables.

Higher education is experiencing phenomenal changes due to the advancement and use of information communication technology (ICT). Blended teaching and learning are an outcome of an advanced technology-based learning system. The traction of the blended teaching, and learning approach lies in the adaptation of technology-aided learning methods in addition to the existing traditional-based learning. Blended teaching and learning combine face-to-face and online delivery methods that influence students' perceptions of the learning environment and their study experiences, learning outcomes, and ultimately, academic achievement. The study’s objective was to explore the experiences of lecturers and students regarding blended teaching, and learning, in higher education institutions in Zimbabwe. A qualitative study was conducted using in-depth interviews with lecturers and Focus Group Discussions (FGDs) with students from selected universities. The study employed snowball sampling to select respondents from lecturers and convenience sampling to select respondents from students. Both In-depth interviews and FGDs were conducted online through WhatsApp, telephone, and Zoom platforms. The study included five public universities in Zimbabwe. The data was analysed using thematic analysis and Nvivo Version 11 software. Findings revealed that poor technology infrastructure including poor internet connectivity, unavailability of computers, and poor technical skills to execute interactive online teaching as the major challenges facing lecturers. The study further noted that students continue to face challenges in accessing personal computers to facilitate blended learning. Despite these barriers, blended learning and teaching are the future of higher education hence the need to ensure that universities have sufficient resources to support the transition. The study recommends the need to align blended teaching and learning with overall institutional goals and priorities.