Bridging the Gap between the Generative AI Divide and Institutional Curricular Policy at State Universities in Zimbabwe

Generative artificial intelligence (GenAI) is reshaping practices at higher education globally, yet its integration into Zimbabwean State Universities remains uneven and neglected in theoretical analysis. This paper examines the gap between the emerging GenAI divide and institutional curricular policy responses at State Universities in Zimbabwe. Drawing on documentary analysis of policy frameworks, institutional initiatives, and scholarly literature, the study identifies three interconnected dimensions of the GenAI divide: infrastructural access, digital literacy and capability, and epistemic exclusion. The paper argues that while Zimbabwe's National Artificial Intelligence Strategy 2026-2030 provides a foundational policy framework (Mnangagwa, 2026; OECD, 2026), institutional curricular policies at State Universities remain in their infancy and fragmented. The analysis reveals that bridging the GenAI divide requires not merely technological provision. It further requires a systematic curricular reform that addresses assessment redesign, faculty development, and decolonial epistemic considerations. The existing policies remain focused on fighting the GenAI in the name of preserving academic rigour, which reveals that the institutions are not prepared to accept the potential of improved academia provided by these tools, thereby widening the AI divide. The paper proposes a multi-level framework integrating national policy coherence, institutional policy development, and pedagogical transformation. Recommendations emphasise the need for participatory policy development, investment in digital infrastructure, and assessment innovation aligned with constructivist learning principles. The study contributes to emerging scholarship on GenAI in African higher education by situating the divide within historical inequalities and proposing contextually grounded policy responses.

Generative AI, digital divide, curricular policy, Zimbabwe higher education, decoloniality, institutional governance.

1. Adebayo, O. (2022). Digital divides in African higher education: Challenges and opportunities for AI integration. African Journal of Educational Technology, 14(2), 45–59. Retrieved September 10, 2026, from https://ajet.org/africa/digital-divides [Google Scholar] [Crossref]

2. Ahmed, S. A. (2026). Algorithmic dependence and digital colonialism: A conceptual framework for artificial intelligence in education and knowledge systems of the Global South. Frontiers in Education, 11, 1720563. Retrieved September 24, 2026, from https://doi.org/10.3389/feduc.2026.1720563 [Google Scholar] [Crossref]

3. Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology, Qualitative Research in Psychology, 3:2, 77-101. Retrieved September 10, 2026, from https://doi.org/10.1191/1478088706qp063oa [Google Scholar] [Crossref]

4. Chipfumbu, C. T., Revesai, Z., & Nyamunda, F. (2026). Navigating ethical ambiguity without institutional guidance: generative AI decision-making among students in Zimbabwean higher education. Cogent Education, 13(1). Retrieved September 11, 2026, from https://doi.org/10.1080/2331186X.2026.2687912 [Google Scholar] [Crossref]

5. Dwivedi, Y. K., Hughes, L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J., Gupta, B., Lal, B., Misra, S., Prashant, P., & Williams, M. D. (2021). Artificial intelligence (AI): Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice, and policy. International Journal of Information Management, 57, 101994. Retrieved September 9, 2026, from https://doi.org/10.1016/j.ijinfomgt.2019.08.002 [Google Scholar] [Crossref]

6. Gundani, P. H. (2026a). ZOU declares war on AI-slavery with landmark integrity pledge. Zimbabwe Open University. Retrieved September 10, 2026, from https://www.zou.ac.zw/zou-declares-war-on-ai-slavery-with-landmark-integrity-pledge/ [Google Scholar] [Crossref]

7. Gundani, P. H. (2026b). ZOU VC calls for academic revolution and ethical leadership. Zimbabwe Open University. Retrieved September 9, 2026, from https://www.zou.ac.zw/zou-vc-calls-for-academic-revolution-and-ethical-leadership/ [Google Scholar] [Crossref]

8. Jhaveri, A. (2025). Assessing the potential challenges of paid LLMs and inequities: Assessments and academic integrity in higher education. Journal of the Scholarship of Teaching and Learning, 25(3). Retrieved September 9, 2026, from https://hdl.handle.net/1783.1/151334 [Google Scholar] [Crossref]

9. Kohlberg, L. (1981). Essays on moral development: Vol. 1. The philosophy of moral development. Harper & Row. [Google Scholar] [Crossref]

10. LSU (n.d.) ICT Policy. Retrieved September 9, 2026, from https://www.lsu.ac.zw/pdf/ICT_policy.pdf [Google Scholar] [Crossref]

11. Mavetera, T. A. (2026). Zimbabwe bets on digital gold: Inside the launch of Ndarama and the push for AI sovereignty. Spiked Media. Retrieved September 9, 2026, from https://spikedmedia.co.zw/zimbabwe-bets-on-digital-gold-inside-the-launch-of-ndarama-and-the-push-for-ai-sovereignty/ [Google Scholar] [Crossref]

12. Mhlanga, D. (2023). Open AI in education: The responsible and ethical use of ChatGPT in higher education. Journal of Applied Learning & Teaching, 6(1), 1–13. Retrieved September 9, 2026, from https://doi.org/10.37074/jalt.2023.6.1.9 [Google Scholar] [Crossref]

13. Mnangagwa, E. D. (2026). President Mnangagwa launches Zimbabwe National AI Strategy. The Herald. Retrieved September, 9, 2026, from https://www.heraldonline.co.zw/president-mnangagwa-launches-zimbabwe-national-ai-strategy/ [Google Scholar] [Crossref]

14. Moyo, S., & Chirwa, G. (2026). Assessment practices resistant to inappropriate AI use in Open Distance eLearning: Insights from Zimbabwe Open University. Frontiers in Education, 11, 1897890. Retrieved September 9, 2026, from https://doi.org/10.3389/feduc.2026.1897890 [Google Scholar] [Crossref]

15. Muranda, R. (2024). Academic pursuits in the study of music: Reflections on artificial intelligence. Journal of Research and Academic Writing, 1(1). Retrieved September 25, 2026, from https://doi.org/10.58721/jraw.v1i1.472 [Google Scholar] [Crossref]

16. National University of Science and Technology. (2026). NUST Artificial Intelligence Policy. NUST Council. Retrieved September 25, 2026, from https://www.nust.ac.zw/images/policies/nust-ai-policy-approved.pdf [Google Scholar] [Crossref]

17. Nhengu, T. (2026). Policy gaps in Zimbabwean state universities: Generative AI and curricular governance. Zimbabwe Higher Education Review, 12(2), 77–95. Retrieved September 11, 2026, from https://journals.co.zw/zher [Google Scholar] [Crossref]

18. Organisation for Economic Co-operation and Development. (2026). Zimbabwe's National Artificial Intelligence Strategy 2026–2030. OECD.AI Policy Observatory. Retrieved September 11, 2026, from https://oecd.ai/en/dashboards/national/zimbabwe [Google Scholar] [Crossref]

19. Poellhuber, B., Roy, N., & Moukhachen, M. (2025). The GenAI divide among university students: A call for action. Internet and Higher Education, 67, 101036. Retrieved September 10, 2026, from https://doi.org/10.1016/j.iheduc.2025.101036 [Google Scholar] [Crossref]

20. UNESCO-ICHEI. (2026). Bindura University of Science Education. International Centre for Higher Education Innovation under the auspices of UNESCO. Retrieved from https://cn.ichei.org/static/upload/2026/02/25/202602254437.pdf [Google Scholar] [Crossref]

21. United Nations Educational, Scientific and Cultural Organization. (2026). Zimbabwe launches National Artificial Intelligence Strategy. Retrieved September 9, 2026, from https://www.unesco.org/en/articles/zimbabwe-launches-national-artificial-intelligence-strategy [Google Scholar] [Crossref]

22. United Nations in Zimbabwe. (2026). Zimbabwe unveils 2026–2030 AI strategy to advance inclusive digital transformation. Retrieved September 10, 2026, from https://zimbabwe.un.org/en/311859-zimbabwe-unveils-2026%E2%80%932030-ai-strategy-advance-inclusive-digital-transformation [Google Scholar] [Crossref]

23. Watson, C. E., & Rainie, L. (2025). Leading through disruption: Higher education executives assess AI's impacts on teaching and learning. American Association of Colleges and Universities. Retrieved September 9, 2026, from https://eric.ed.gov/?id=ED671878 [Google Scholar] [Crossref]

24. Wei, K. K., Teo, H. H., Chan, H. C., & Tan, B. C. Y. (2011). Conceptualizing and testing a social cognitive model of the digital divide. Information Systems Research, 22(1), 170–187. Retrieved September 10, 2026, from https://doi.org/10.1287/isre.1090.0273 [Google Scholar] [Crossref]

25. Williamson, B., & Piattoeva, N. (2022). Education governance and datafication: The role of AI in reshaping policy. Learning, Media and Technology, 47(2), 123–137. Retrieved September 9, 2026, from https://doi.org/10.1080/17439884.2022.2036790 [Google Scholar] [Crossref]

26. Zawacki‑Richter, O., & Kerres, M. (2023). Artificial intelligence in higher education: A systematic review of research from 2010 to 2022. International Journal of Educational Technology in Higher Education, 20(1), 1–27. Retrieved September 10, 2026, from https://doi.org/10.1186/s41239-023-00392-5 [Google Scholar] [Crossref]

27. Zimbabwe Open University. (2026). ZOU Staff, Lecturers, and SRC Sign 2026 Integrity Pledge to Safeguard Degree Value. Retrieved September 10, 2026, from https://www.zou.ac.zw/zou-staff-lecturers-and-src-sign-2026-integrity-pledge-to-safeguard-degree-value/ [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study