Abstract

This article explores the integration of Education 5.0 on the academic staff job matrix, performance and promotion criteria at higher education institutions in Zimbabwe. The study, which employed a qualitative phenomenological case study design with open-ended questionnaires and semi-structured interviews, found that tangible value-adding projects have the potential to significantly boost morale, and consequently, academic staff performance. This study also reveals the need for a more accessible performance measurement tool for promotion. The study identified significant challenges faced by most university academic staff, including low understanding levels of Education 5.0 and its components. Difficulty in fulfilling the array of Education 5.0 components, due to lack of resources, skills and a supportive environment to promote innovation and industrialisation was also noted. The study recommends the creation of a supportive environment through dedicated funding and the consideration of academic staff perspectives and input in implementing Education 5.0 pillars as their promotion framework.

Keywords: Education 5.0, Higher and tertiary education institutions, Mission, Performance, Promotion