“Impact of the Cambridge Digital examinations on Global Education: The case of private schools in Harare, Zimbabwe”

“Impact of the Cambridge Digital Examinations on Global Education: The Case of Private Schools in Harare, Zimbabwe”

¹Nyasha Mazvimba, ²Blessing Hove

¹D&T Practitioner St Ignatius College

²CAD Practitioner St Ignatius College

DOI: https://dx.doi.org/10.47772/IJRISS.2024.803448S

Received: 18 November 2024; Accepted: 29 November 2024; Published: 02 January 2025

ABSTRACT

This study explores the feasibility and impact of Cambridge Digital Examinations in the Zimbabwean context, focusing on five private schools in Harare as a microcosm of global education’s shift towards digital assessment. The findings reveal a blend of optimism and concern among stakeholders. While students’ express confidence in the viability of digital examinations due to their familiarity with technology and its integration in education, teachers and administrators highlight significant challenges. These include infrastructural inadequacies, limited ICT resources, and insufficient training in digital tools, all of which could hinder effective implementation. The study underscores the importance of addressing disparities in internet access, device availability, and digital literacy to prevent further exacerbation of the digital divide. It also examines the role of academic integrity in maintaining exam credibility, emphasizing the need for robust anti-cheating mechanisms. Stakeholder feedback identifies a need for greater investment in ICT infrastructure, expanded technical support, and professional development for educators. Despite these barriers, the research highlights the long-term cost-effectiveness and logistical efficiency of digital exams, as well as their potential to enhance student digital skills. By evaluating technical, pedagogical, and policy dimensions, this study provides actionable recommendations to enable equitable, secure, and sustainable adoption of Cambridge Digital Examinations, offering valuable insights into their role in shaping the future of global education

Keywords: Cambridge Digital examinations, challenges and opportunities, Global education.

INTRODUCTION

The introduction of Cambridge Digital Examinations represents a significant shift in the global education landscape, offering a modern alternative to traditional in-person assessments. While the transition to digital exams promises numerous advantages, such as cost-effectiveness, logistical efficiency, and the potential to enhance digital literacy, it also presents several challenges that must be addressed. In the Zimbabwean context, particularly in private schools, issues such as limited access to reliable internet, inadequate digital infrastructure, and varying levels of technological literacy among both students and teachers need to be overcome to ensure successful implementation. Furthermore, concerns around maintaining academic integrity, ensuring equitable access, and preparing educational institutions for the technical demands of online exams must be carefully considered. Despite these challenges, the adoption of Cambridge Digital Examinations offers significant opportunities, including the potential to standardize assessments, reduce costs, and promote a more flexible, technology-driven approach to education. As such, the successful integration of digital exams hinges on addressing these obstacles while leveraging the many benefits they offer for the future of education.

Statement of the problem

The rapid integration of digital technologies in education has brought about significant changes, including the adoption of online assessments such as Cambridge Digital Examinations (CDE). However, the implementation of CDE raises critical concerns regarding its impact on global education, particularly in private schools in Harare, Zimbabwe. Key issues include disparities in access to reliable internet, appropriate devices, and digital literacy, which may exacerbate existing inequalities and hinder equitable participation. Furthermore, the effectiveness of anti-cheating measures and the credibility of online exams remain contentious, posing challenges to maintaining academic integrity. The readiness of private schools in Harare to support online examinations, in terms of infrastructure, internet reliability, and technical capacity, is also uncertain. Moreover, the shift to digital assessments necessitates an understanding of how students and teachers perceive this transition, including its influence on exam preparation, stress levels, and technological adaptability. Beyond operational feasibility, the long-term effects of CDE on assessment quality, learning outcomes, and the validity of performance metrics require thorough examination. Additionally, the adaptability of these examinations to the local context and their potential to become a sustainable feature of global education warrant careful policy consideration. This study seeks to address these issues, providing insights into the challenges and opportunities associated with Cambridge Digital Examinations and offering strategies to ensure their equitable and effective implementation in Harare’s private schools.

Significance of the Study

The objectives of this study are aligned with the need to comprehensively understand the implementation and impact of Cambridge Digital Examinations (CDE) in private schools in Harare, Zimbabwe. It aims to investigate the perceptions of key stakeholders, including students, teachers, and school administrators, regarding the introduction of CDE, providing insights into their attitudes, experiences, and readiness for this transition. Additionally, the study seeks to identify the infrastructural and technological requirements essential for the successful adoption of digital examinations, focusing on internet connectivity, device availability, platform stability, and technical support. Furthermore, the research will explore the potential challenges and barriers to the adoption of CDE, such as disparities in access to resources, limited digital literacy, and concerns about academic integrity.The study aims to propose practical strategies to mitigate them, including investments in digital infrastructure, enhanced teacher training, and robust policies to ensure secure and equitable online exam environments by analysing these obstacles. Ultimately, this research seeks to provide actionable recommendations for facilitating the integration of Cambridge Digital Examinations, fostering a modernized and inclusive education system in Zimbabwe and beyond.

Research Questions

1. What are the perceptions of students, teachers, and school administrators regarding the implementation of Cambridge Digital Examinations in private schools in Harare?
2. What infrastructural and technological requirements are necessary for successfully implementing Cambridge Digital Examinations in private schools in Harare?
3. What are the potential challenges and barriers to the adoption of Cambridge Digital Examinations in private schools in Harare, and how can they be mitigated?

Theoretical Framework

The theoretical framework for this study integrates the Technology Acceptance Model (TAM), Digital Divide Theory, Constructivist Learning Theory, and Social Cognitive Theory (SCT) to comprehensively explore the feasibility, challenges, and impact of Cambridge Digital Examinations (CDE) in private schools in Harare, Zimbabwe. TAM, developed by Davis (1989), focuses on the role of perceived ease of use and perceived usefulness in technology adoption, offering insights into how technological usability and perceived benefits, such as flexibility and efficiency, influence stakeholders’ acceptance and willingness to integrate online examinations. Digital Divide Theory highlights the disparities in access to technology and digital literacy, emphasizing the need to address infrastructural challenges such as internet connectivity, device availability, and socio-economic barriers to ensure equitable participation in digital assessments. Constructivist Learning Theory, advanced by Piaget and Vygotsky, underscores the importance of active, experience-based learning, helping to analyze how digital assessments impact critical thinking, self-regulation, and problem-solving skills while aligning with modern, student-centered educational practices. Lastly, SCT by Bandura emphasizes self-efficacy, social influences, and feedback, providing a framework to examine how students’ confidence, support from teachers and peers, and positive reinforcement affect their engagement and performance in digital exams. Together, these theories form a cohesive framework for understanding the multifaceted implications of adopting Cambridge Digital Examinations and for devising strategies to ensure their equitable and effective implementation.

The theoretical framework for this research draws on several established theories and models that address key elements of education, technology adoption, and assessment. This multi-theory approach provides a comprehensive lens through which to assess the feasibility and impact of Cambridge Digital Examinations in global education.

Literature Review

The growing interest in Cambridge Digital Examinations reflects the broader shift towards integrating technology in education. However, the feasibility and impact of this transition remain subjects of significant scholarly attention, particularly when evaluating its challenges, opportunities, and prospects. To explore the feasibility and implications of this transition, the authors conducted a comprehensive review of relevant literature, focusing on six critical themes: accessibility and equity, academic integrity and security, technical feasibility and infrastructure, student and teacher perceptions, long-term impacts on assessment quality and learning outcomes, and policy and standardization. This review provides a foundational understanding of the challenges, opportunities, and prospects associated with administering digital examinations.

Accessibility and Equity

A major challenge of implementing online Cambridge exams is ensuring accessibility across diverse geographic and socio-economic contexts. Warschauer (2004) and Selwyn (2004) emphasize that the “digital divide” continues to hinder equitable participation in digital education. This divide is characterized by disparities in internet access, device availability, and digital literacy, which disproportionately affect students in low-income and rural areas. Ahmed et al. (2021) further highlights that without targeted interventions, online exams risk exacerbating existing inequities rather than addressing them. Conversely, Cavanaugh (2001) argues that online exams, when implemented with inclusive policies, can democratize access to education by offering flexible participation opportunities.

Academic Integrity and Security

Maintaining academic integrity in online examinations presents both technical and ethical challenges. According to Rowe (2021), “online exams necessitate robust anti-cheating measures to uphold their credibility.” Proctoring technologies such as AI-driven monitoring systems have been widely adopted, but Hillier (2020) notes that they are not foolproof and may lead to false positives or missed infractions. Moreover, cybersecurity vulnerabilities, including hacking and data breaches, pose risks to the reliability of online exams (Monahan et al., 2021). Effective solutions must combine technological advancements with ethical practices, as suggested by D’Souza and Moore (2022), who advocate for transparency and user training to strengthen trust in online assessment systems.

Technical Feasibility and Infrastructure

The success of Cambridge Digital Examinations depends heavily on the technological infrastructure of educational institutions. Brown and Green (2022) assert that “reliable internet connectivity, access to devices, and stable platforms are prerequisites for effective online assessments.” However, many schools lack the necessary resources, especially in developing regions (Ahmed et al., 2021). Patel and Kumar (2023) emphasize that addressing these gaps requires substantial investments and partnerships among governments, educational bodies, and technology providers. Additionally, Smith and Taylor (2020) highlight the importance of designing resilient platforms capable of mitigating technical disruptions to enhance user confidence.

Student and Teacher Perceptions

The perceptions of students and teachers are critical in evaluating the transition to online exams. Research by Jones and Mitchell (2022) reveals that while some students appreciate the flexibility of online assessments, many face challenges related to technological literacy and exam-related anxiety. Similarly, teachers report difficulties in adapting to digital assessment tools and ensuring academic integrity (Clark et al., 2021). Anderson and Lee (2023) stress that preparation adjustments, such as adapting teaching methods and revising exam formats, remain significant hurdles. Capturing these insights through surveys and feedback mechanisms is essential for improving user experiences and facilitating smoother transitions to digital exams (Smith & Kumar, 2022).

Long-Term Impact on Assessment Quality and Learning Outcomes

The transition to digital exams raises questions about their long-term impact on assessment quality and learning outcomes. Taylor and Ahmad (2021) note that differences in performance trends between in-person and online formats suggest the need for careful evaluation of digital exams’ validity. Barker et al. (2021) argue that well-designed online exams can align with pedagogical goals, fostering skills such as adaptability and self-regulation. However, Patel and Singh (2022) caution that the reliability of digital assessments as measures of academic success depends on addressing issues like technical disruptions and inequitable access to resources.

METHODOLOGY

This paper evaluates the implementation of Cambridge Digital Examinations using a qualitative research approach. Data were collected through semi-structured interviews, focus groups, and case studies involving 20 students, 10 teachers and 3 administrators. This method allowed for an in-depth exploration of stakeholder perspectives regarding accessibility, equity, technical feasibility, and learning outcomes. Stratified random sampling was utilized to ensure diverse representation, capturing insights from various contexts, including urban and rural areas, as well as differing levels of technological readiness. This qualitative approach facilitated a nuanced understanding of stakeholder experiences and infrastructure readiness, highlighting the complexities and challenges of digital assessments globally. By focusing on rich, contextual insights, the study aims to inform strategies for enhancing the implementation and impact of Cambridge Digital Examinations worldwide.

FINDINGS

The study revealed mixed perceptions and varying levels of preparedness among stakeholders regarding the implementation of Cambridge Digital Examinations in private schools in Harare. Teachers and administrators expressed a lack of readiness, citing limited competence in handling digital tools and inadequate resources as key challenges. In contrast, students demonstrated optimism about the feasibility of digital examinations, attributing their confidence to the increasing integration of the Internet of Things (IoT) in education and their familiarity with digital platforms. From an infrastructural standpoint, teachers acknowledged that the current infrastructure is nearly adequate for digital examinations but emphasized the need for improvements, particularly in furnishing large exam halls with appropriate technology. Additionally, stakeholders highlighted the critical need to expand the ICT support staff to assist students during examinations and conduct more extensive test runs to ensure smooth implementation. Pedagogically, there is a need to shift teaching strategies toward computer-based methods to align with the demands of digital assessments. Despite these challenges, stakeholders recognized that Cambridge Digital Examinations are cost-effective to administer in the long term, providing significant financial and logistical benefits over traditional paper-based systems.

Stakeholder Perceptions and Preparedness

Teachers and administrators expressed varying levels of readiness for Cambridge Digital Examinations, with a notable emphasis on infrastructural challenges. Administrator A1 stated, “The main challenge may not be willingness but infrastructure. We need to ensure all systems are in place to support these examinations effectively.” This sentiment was echoed by Teacher T3, who remarked, “Our infrastructure is not fully equipped for such a transition. Exam halls need better furnishing with the necessary digital tools,” and Teacher T7, who added, “Infrastructure gaps are a significant barrier. Before we consider digital exams, these issues must be addressed.”

On the other hand, students demonstrated optimism about the feasibility of digital examinations. Student S4 commented, “If Facebook is flowing, yes, online exams are possible!” This enthusiasm was shared by Student S1, who stated, “With technology today, everything is possible,” and Student S10, who concurred, saying, “The digital age makes these exams entirely achievable. “However, some students also noted the need for further teacher training to ensure readiness. Student S11 observed, “Maybe our teachers need more training because we always help them troubleshoot simple ICT problems during lessons.” This highlights a gap in digital competence among educators, which could impact the smooth implementation of digital examinations.

Technological and Infrastructural Readiness

Administrators and teachers expressed confidence in the current level of technological infrastructure, noting that the daily use of internet and computers in schools lays a foundation for the implementation of Cambridge Digital Examinations on a small scale. Administrator A3 remarked, “Yes, we have the internet and the computers, so it’s possible to start, but we can’t accommodate all candidates at once.” Similarly, Administrator A1 concurred, stating, “The resources are there, but scaling up to cover everyone simultaneously would be a challenge.” Teachers also agreed on the feasibility of running digital examinations with the available technology. Teacher T9 stated, “It’s possible to run them on laptops, provided we have a stable internet connection.” Teacher T4 added, “Laptops and stable internet make this achievable; the key is ensuring consistent connectivity.” Similarly, Teacher T2 emphasized, “With our laptops and the current internet infrastructure, I believe we can manage digital exams effectively.”

Students also expressed optimism about the technological readiness of their schools. Student S15 commented, “As long as the internet is working, we’re good to go.” Student S17 added, “The only challenge might be power cuts that disrupt internet connectivity, but our laptop batteries can last for more than two hours, so we’re covered in that regard.” Additionally, Student S18 highlighted a unique benefit of digital exams, stating, “This is good because it will improve our typing skills in terms of speed since we’ll be racing against time.”

Barriers and Mitigation Strategies

Administrators identified key barriers to the successful implementation of Cambridge Digital Examinations, including the need for robust professional learning communities (PLCs) for teachers, which they noted could be costly, and improvements in the ICT department in terms of staffing and infrastructure. Administrator A1 remarked, “Teachers need professional learning communities to build their competence, but establishing these will require significant investment.” Administrator A2 added, “Our ICT department needs more personnel and upgraded infrastructure to fully support digital exams.” Similarly, Administrator A3 stated, “Strengthening our ICT systems and training teachers effectively is essential, but these are resource-intensive initiatives.”

Teachers also emphasized the importance of training and preparation. Teacher T5 commented, “We need specialized training to adapt to these exams, and running more test simulations before every exam session would help identify potential issues.” Teacher T3 added, “Big venues need proper furnishing and equipment to accommodate all candidates comfortably during the exams.” Teacher T2 echoed these sentiments, saying, “Test runs and upgraded venues are critical for success, along with ensuring teachers are adequately prepared. “Another concern raised by teachers was the need for strict invigilation protocols during the exams due to the reliance on internet connectivity. Teacher T5 noted, “Having internet during exams requires stringent monitoring to prevent malpractice. “Students also highlighted challenges, particularly for those with limited typing skills. Student S13 observed, “The problem will be for those who are slow at typing; they might struggle to finish on time.”

Impact on Education Delivery and Outcomes

Teachers expressed that implementing Cambridge Digital Examinations would bring transformative changes to education delivery and outcomes. They highlighted the need to integrate computers more thoroughly into teaching and learning. Teacher T1 stated, “This will push us to be more inclined to computers in our teaching, making lessons more interactive and engaging.” Teacher T9 added, “Delivering lessons with the aid of computers will not only enhance learning but also prepare students better for digital exams.”

Improving students’ typing skills was another significant point raised. Teacher T4 remarked, “This approach will help students develop faster and more accurate typing skills, which are crucial in the digital age.”Teachers also emphasized the advantages of standardized digital assessments. Teacher T7 observed, “Standardized exams at a national or international level, even for class exercises or term-end tests, would promote consistency and fairness in assessment.” Teacher T8 agreed, saying, “The elimination of hard-copy printing for exams makes administration easier and more cost-effective.” Additionally, Teacher T9 pointed out, “Digital exams can help standardize coursework tracking, ensuring alignment with national or international benchmarks.”

DISCUSSION OF FINDINGS

The findings reveal a diverse yet uneven level of readiness and perception among stakeholders regarding the implementation of Cambridge Digital Examinations in private schools in Harare. While there is general acknowledgment of the potential benefits of digital examinations, significant challenges remain in bridging the gap between current capabilities and full-scale implementation. Administrators and teachers expressed cautious optimism, recognizing that existing infrastructure and technological tools provide a foundation, but there are critical shortcomings in scalability, teacher readiness, and support systems. There is a consensus that teachers lack sufficient training and familiarity with digital platforms, which could hinder the smooth transition to digital exams. Moreover, infrastructure such as internet connectivity and computer availability are adequate for small-scale implementation but requires enhancement to handle large numbers of candidates simultaneously.

Students displayed higher levels of optimism about the feasibility of digital examinations, citing their frequent interaction with digital tools and the integration of digital technologies in learning environments. However, challenges such as disparities in typing proficiency and concerns about technical disruptions, such as power cuts, were also noted. Despite these issues, the findings highlight that Cambridge Digital Examinations are a forward-looking alternative that aligns with global trends in education. Their implementation could modernize assessment systems and provide significant advantages in cost efficiency and logistical convenience over traditional paper-based examinations.

Migratory Strategies in Implementing Digital Exams

A phased approach is necessary to ensure a successful transition to Cambridge Digital Examinations. Key to this process is investment in professional development for teachers. Comprehensive training programs should be designed to equip educators with the technical skills required to manage and administer digital exams effectively. Establishing professional learning communities (PLCs) and organizing regular ICT workshops can foster a collaborative environment for skill enhancement. Additionally, the ICT departments in schools need to be strengthened by hiring more technical support staff and upgrading infrastructure such as computers, networks, and exam venues.

Frequent test simulations are an important strategy to familiarize students and teachers with digital exam procedures while identifying and mitigating potential technical and logistical issues. Standardizing digital assessments across classwork, term-end exams, and national or international benchmarks can enhance consistency in evaluation and simplify administrative processes. Collaboration with external technology providers can also help schools access affordable solutions, from hardware to software and network services. Stakeholder engagement, including parents, educational authorities, and policymakers, will be crucial to ensuring alignment and collective effort toward successful implementation.

Challenges and Considerations

Implementing digital examinations will require careful attention to several challenges. A major concern is the lack of sufficient ICT competence among educators, which could impede their ability to support students effectively during exams. Addressing this will necessitate significant investment in training and capacity building. Infrastructure, while adequate for limited-scale operations, remains insufficient for large-scale implementation. Enhancing exam venues with necessary technological upgrades and ensuring uninterrupted internet connectivity will be critical. Power reliability poses another hurdle, as disruptions could affect the smooth conduct of examinations; therefore, backup systems like generators and extended laptop battery life will be necessary.

Another key consideration is equity. Digital exams may disadvantage students with limited typing skills or access to reliable devices, creating a performance gap. Schools must ensure that all students are adequately prepared through regular practice and skill development. Additionally, stringent invigilation protocols must be established to prevent malpractice, especially since these examinations rely on internet connectivity. Balancing scalability, cost, and the technological robustness required for digital exams will demand a strategic, long-term plan that addresses these issues while leveraging the benefits of modernized assessment systems.

CONCLUSION

The transition to Cambridge Digital Examinations in the Zimbabwean context, as demonstrated by five private schools in Harare, highlights both the opportunities and challenges of integrating digital assessments into global education. While students expressed optimism and readiness to embrace digital exams due to their familiarity with technology and its benefits, teachers and administrators emphasized significant gaps in infrastructure, teacher training, and ICT support that need to be addressed for successful implementation. Despite these challenges, the existing use of internet and computer technologies in schools provides a foundation for digital assessments, with stakeholders recognizing the long-term financial and logistical advantages, such as reduced costs and greater efficiency. However, maintaining academic integrity and ensuring equitable access remain critical to the successful adoption of these exams, particularly in addressing disparities in digital literacy and resource availability. Cambridge Digital Examinations can bridge the digital divide and redefine assessment standards in Zimbabwe and beyond by investing in teacher capacity-building, infrastructural improvements, and equitable access strategies. The findings of this study provide a roadmap for balancing feasibility with equity, paving the way for digital assessments to become a sustainable and credible feature of global education.

RECOMMENDATIONS

1. Upgrade and expand ICT infrastructure, including reliable internet connectivity, backup power solutions, and adequate hardware in examination venues to support the seamless implementation of Cambridge Digital Examinations.
2. Establish robust professional learning communities (PLCs) and conduct regular workshops to enhance teachers’ digital competence, ensuring they can effectively manage online exams and assist students.
3. Implement frequent test runs to identify and address potential technical, logistical, and procedural challenges before actual examinations.
4. Expand ICT departments by recruiting more skilled personnel and providing adequate resources to support digital assessments, particularly during examination periods.
5. Integrate typing skills and other digital competencies into the curriculum to ensure students can comfortably navigate computer-based examinations.
6. Create policies to ensure equitable access to digital exams, including subsidized devices and internet access for disadvantaged students to bridge socio-economic disparities.
7. Introduce advanced anti-cheating technologies, such as secure exam platforms and AI-powered proctoring, to maintain academic integrity and exam credibility.
8. Equip large exam halls with adequate devices, ergonomic furniture, and stable network setups to accommodate all candidates comfortably.
9. Policy and Standardization, standardizing Cambridge Digital Examinations across different educational systems.

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