Dr. Morine Matongo

Qualifications:

• PHD in Educational Sociology University of Zimbabwe • Masters in educational Foundations in Sociology UZ: Merit • Bachelor of education degree (Primary) UZ:2:1 • Diploma in Education (Morgan Zintec college) UZ • Executive Certificate in non-profit project management (UZ-WASP) • Monitoring and evaluation certificate (UZ-WASP) • Diploma in systematic family counselling (CONNECT-ZIST)

Academic Appointments:

Senior Lecturer

Research Interests:

ICT in pedagogy and social change, Equality in education, Gender issues in education, Heritage-Based education, Indigenous knowledge systems, and Innovations in teaching.

Faculty: Education

Department: Educational Foundations

Research Category: Education

Biography:

Dr. Morine Matongo is a distinguishable lecturer in Educational Sociology at the Faculty of Education, Department of Educational Foundations, at the University of Zimbabwe, specialising in the interplay between sociology and education, particularly how societal factors impact learning and teaching processes. As a registered counselor with the Allied Health Council, she provides essential support to students and educators facing personal and academic challenges. An innovator in educational technology, Dr. Matongo developed an ICT learning application that led to the founding of Next Gen Learning Solutions pvt ltd, a start-up associated with the University of Zimbabwe, aimed at enhancing educational experiences and improving outcomes in schools. Her research interests encompass ICT in pedagogy and social change, equality in education, gender issues in education, heritage-based education, indigenous knowledge systems, and innovations in teaching. Dr. Matongo's contributions significantly enrich both academic discourse and practical educational settings.

Email: mmatongo@education.uz.ac.zw

Phone: +263 778 849 907/ 0733 367 048

Publications:

1. Matongo, M., & Muchenje, F. (2019). ‘Equality of educational opportunity’ in Zimbabwe. Zimbabwe Journal of Educational Research, 31(2), 170-191.
2. Matongo, M. (2022). Teacher readiness to teach using ICT in classroom pedagogy in Zimbabwean primary schools. Journal of African Education, 3(2), 45-66.
3. Matongo, M., Muchenje, F., & Goronga, P. (2024). Teachers’ Perceptions on ICT Policy Coherence with Practice in Zimbabwean Schools. African Journal of Information Science, Fine Arts and Speech Studies, 1(1), 77-92.
4. Matongo, M. (2025). Intellectual Encounters Between the Oriental Educational Paradigm and African Innovative Learning: A Comparative Analysis of Japanese Soka Philosophy and Zimbabwean Education 5.0 Education Models. In International Academic Transformations and Cross-Border Collaborations (pp. 97-128). IGI Global Scientific Publishing.
5. Matongo, M., & Goronga, P. (2025). Embracing Collaborative Learning: Innovative Teaching Methods at Tertiary Level. In Developing Effective and High-Performing Teams in Higher Education (pp. 187-216). IGI Global.
6. Matongo, M., & Goronga, P. (2025). Smart Labs and Innovative Learning Initiatives: A Case of the Innovation Hub at UZ and Education 5.0. In Navigating Quality Assurance and Accreditation in Global Higher Education (pp. 515-534). IGI Global Scientific Publishing.
7. Goronga, P., Matongo, M., & Deredzai, M. (2025). Adapting to the Unpredictable and Uncertain Academic Environments: Strategies for Building Resilience. In Building Organizational Capacity and Strategic Management in Academia (pp. 35-66). IGI Global.
8. Kaputa, T. M., Mapuranga, B., Matongo, M., & Simui, F. (2021). WhatsApp platforms as the panacea for online programmes in distance education in Zimbabwe and Zambia. The Zambia Journal of Distance Education (Online ISSN 2789-052X), 1(2), 58-69.
9. Matongo, M. (2021). Primary teacher’s perception of ICT adoption and incorporation into classroom pedagogy. Zimbabwe Journal of Teacher Educational Research, 16 (2), 286-31.
10. Goronga, P., Matongo, M., & Deredzai, M. (2025). Bridging borders in the globalisation of higher education. In M. Kayyali (Ed.), Navigating Quality Assurance and Accreditation in Global Higher Education (pp. 137-164). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-6915-9.ch006
11. Morine Matongo, Pedzisai Goronga. (2025).Technology Integration in Pedagogy: Current Situation in Teachers Colleges in Zimbabwe and Way Forward In book: Pedagogics, Curriculum Transformation, and the Future of Teachers’ Colleges in Zimbabwe 10.2307/jj.30089701.8
12. Goronga, P., Deredzai, M., Matongo, M., & Nyakotyo, C. (2025). Pedagogical Transformation: Recalibrating the Future of Zimbabwe’s Teacher Education. Pedagogics, Curriculum Transformation, and the Future of Teachers’ Colleges in Zimbabwe, 75.
13. Muchenje, F., Goronga, P., & Matongo, M. (2025). Mitigating school violence through the teaching of Ubuntu/Unhu in education. In Combating School-Based Violence Using African Indigenous Knowledge Systems (pp. 172-186). Routledge.
14. Matongo Morine, Goronga Pedzisai, Muchenje Francis. (2024). ICT Use in Classroom Pedagogy and Social Change in Zimbabwe. International Journal of Research and Innovation in Social Science, 8(12), 3436-3449.
15. Muchenje, F., Tafirenyika, J., & Matongo, M. (2024). Rethinking Early Childhood Education in Post-Colonial Zimbabwe: Historical, Policy, and Socioeconomic Dimensions and Contribution to Sustainable Development. International Journal of Research and Innovation in Social Science, 8(12), 3700-3707.
16. Goronga, P., Matongo, M., Deredzai, M., & Sekeramai, N. (2025). Peering into the Essence of School-Based Assessment for Student Teachers during Work-Integrated Learning in Zimbabwe. Effective Mentoring and Supervision for Best Practices: A Guide for Trainee Teachers on Work-Integrated Learning (WIL) in Zimbabwe, 81.
17. Matongo, M., & Nyakotyo, G. C. (2025). Re-aligning Work Integrated Learning. Effective Mentoring and Supervision for Best Practices: A Guide for Trainee Teachers on Work-Integrated Learning (WIL) in Zimbabwe, 197.