COVID-19 and social inequality: Lessons from a higher and tertiary education institution in Zimbabwe

Abstract The COVID-19 pandemic has impacted negatively on global community and threatened the realisation of Sustainable Development Goals (SDGs) and the transformative promise of the SDGs of “leaving no one behind”. This paper analysed different experiences of higher and tertiary education students in Zimbabwe as they adapt, adjust and embrace new approaches to learning during lockdown. It further explored the opportunities and potential strategies for preparing higher education institutions to be resilient and agile in times of uncertainties and shocks. This qualitative research adopted a case study research design and data were gathered through interviews, questionnaires and document review. Findings revealed that students faced challenges ranging from internet related challenges and lack of electronic gadgets and e-learning training to lack of funding to support online learning. The study revealed that students from poor backgrounds failed to access educational tuition during the lockdowns. The results of this study also show that the pedagogical approaches during the pandemic restricted students’ participation and interaction in the learning process. It further demonstrated lack of preparedness by the institution in adopting technology demands during the COVID-19 pandemic thereby exposing the barriers that militated against viable online learning. Whilst the COVID-19 pandemic has negatively impacted on the teaching and learning approaches at higher and tertiary education institutions, it also brings opportunities for transforming the current pedagogical approaches so that they are resilient, empowering, and enfranchising during times of emergencies.


Introduction and background
On 30 January 2020, WHO declared the COVID-19 pandemic as a public health emergency of international concern (World Health Organization (World Health Organization (WHO), 2020).As the pandemic continued to spread and kill more and more people all over the world, it also interrupted the school, college and university-based learning of nearly 1.58 billion students comprising about 91.4% of the world's enrolled learners in 192 countries (United Nations Educational, Scientific and Cultural Organisation (UNESCO), 2020).For example, in many countries schools were closed since the beginning of March 2020 whilst in others (e.g.most of China and South Korea) in-person classes had already been suspended since January 2020 (Reimers & Schleicher, 2020).As a result, students' rights to quality, safe, inclusive education and social engagement with peers and educators was compromised (Inter-Agency Network for Education in Emergencies (INEE, 2020).Recognizing the global threat of the COVID-19 outbreak, several regulatory frameworks to address the challenge and blueprints were crafted as guidelines for the world's countries to follow in responding to the pandemic.As part of COVID-19 containment measures, the governments instituted lockdown measures entailed the closure of schools and restriction of movement (African Union, 2020).In particular, universities, college campuses and higher education institutions cancelled classes and closed their doors following government directives that aimed at containing the COVID-19 pandemic (Hodge, 2020).In a majority of instances, online education was encouraged.While all people have been affected by the novel virus, the disadvantaged suffer the most due to underlying socio-economic factors in highly "classified" societies.Most importantly, COVID-19 containment measures were non-inclusive cognisant of non-linear societies present which has furthered the gap and pronounced irregularities amongst learners.Recognising the extent to which COVID-19 outbreak affects learning institutions is a fundamental step to understanding the primary and secondary effects of a health emergency on learners from different societal classes.
Against this background, this paper seeks to examine the different experiences of students in transitioning from conventional face-to-face learning to online learning at a higher education institution in Zimbabwe.The problem is about ensuring continued learning at higher education institutions that previously preferred face-to-face learning to hybrid mode of teaching that combines face-to-face and online platforms.As existing education-pandemic studies have barely concentrated on learners' access to education, this paper seeks to address the following research questions; which challenges hinder students from accessing educational tuition at higher and tertiary education institutions in Zimbabwe?What intervention measures can be employed to overcome the challenges experienced by learners in effectively accessing online education?The gains made with regards to inclusive and equitable education remain compromised in face of the COVID-19 crisis (World Bank, 2020).It is also of such insights that the study seeks to explore challenges faced by students in order to come up with relevant strategies so that all learners may benefit from this new normal.
The issue of disruption of education due to pandemics in the world, predates the more recent impact of COVID-19 on education system.Higher and tertiary institutions have a long history of cancelling classes and closing campuses to prevent the spread of infectious diseases since the 14 th century.The pandemics caused a lot of challenges to higher education institutions though the challenges are varied.Whilst all pandemics have disrupted learning at higher and tertiary education institutions; COVID-19 pandemic presented a different set of challenges altogether.Primarily, the COVID-19 disease was still under study and there was neither a cure nor an effective vaccine during the period.As Owusu-Fordjour et al. (2020) and Aslam (2020) argue, physically closing educational institutions (schools, universities) proved to be an efficient way of minimising the spread of the virus, yet it has led to many challenges for both students and teachers.Scholars argue that, the pandemic has had a big impact on higher education students' practices regarding academic work and life e.g., the switch to online lectures/tutorials, closed libraries, changed communication channels for teachers' and administrative support, new assessment methods, different workloads and performance levels.etc (Abelskamp & Santamarinam, 2020;Bezerra, 2020;Cao et al., 2020;Kamarianos et al., 2020;Tormey et al., 2020).Furthermore, there was closure of social life such as closed dormitories and therefore moving back home, no meetings with friends, university colleagues or relatives, no parties nor traveling, remaining trapped abroad, etc (De Vos, 2020;Liu et al., 2020;Ma & Miller, 2020;Pan, 2020).Other scholars highlighted challenges related to financial problems (Brooks et al., 2020;Elmer et al., 2020) and emotional health (Perz et al., 2020).
Whilst acknowledging that works have been published around the world on challenges faced by higher and tertiary education students during the COVID-19 pandemic, there is however, limitation on data related to experiences of the disadvantaged learners during the pandemic.Again, the data for previous studies was derived from the early stages of the pandemic.Existing studies explain how learners missed schools during public health emergencies caused by cyclones and diseases outbreaks among others (Hallgarten, 2020;World Bank, 2020).Even with this acknowledgement of learners' challenges amid pandemics, there exist fewer studies that evaluate the implications of pandemics, particularly the COVID-19 pandemic on higher and tertiary education systems.Given that there is no comprehensive literature on challenges related to accessing educational tuition, this study presents an original contribution to the field of knowledge on higher education challenges and social inequality during health pandemics.With results of this study, policy makers are likely to be informed on what it takes to reimaging educational futures in Zimbabwe and transform the current higher educational systems so that it is resilient empowering and enfranchising during times of pandemics.

Methodology
The data discussed in this paper were collected through document review, questionnaires and interviews with participants from a higher and tertiary education institution in Zimbabwe.During the pandemic, Zimbabwe, like other SADC member states developed Education Sector COVID-19 Response plans or strategies.The strategy was developed by the Ministry of Primary and Secondary Education (MoPSE) in collaboration with the Education Cluster as part of its preparedness and response.However, the response measures were silent on measures directed at higher and tertiary education learning.As such, the Ministry of Higher and Tertiary Education institutions in Zimbabwe made announcements on way forward regarding teaching students and institutions were also coming up with different strategies for online teaching.
It is worth noting that the country has a total of 15 public and private Universities and before the COVID-19 pandemic all the institutions except Zimbabwe Open University, were structured in a manner that promotes face-to-face learning rather than a hybrid mode of teaching.During the pandemic, face-to-face learning at higher and tertiary education institutions in Zimbabwe has been substituted by online platforms.For the purpose of this study, data were generated from one state university which is located in an urban area.The institution was established in 1999 by an Act of Parliament of Zimbabwe.The University is among 11 public/state universities in the country.In stratifying the institutions on the basis of control, one institution which accommodates students from both rural and urban areas was purposively selected.The aim was to understand if there are differences in accessing educational resources between disadvantaged and advantaged students and also to assess the institution's preparedness in terms of support provided to learners in response to the disturbance brought by the COVID-19 pandemic.
The methodology used for the study was qualitative approach as it allowed for the study of learning experiences of different higher and tertiary students.This current study is descriptive and exploratory and therefore the researcher adopted a case study.This phenomenological research design allows the researcher to understand the students' worlds of experience.Journal articles, laws, policies and guidelines concerning the COVID-19 response mechanisms were reviewed.Published and unpublished literature on this discourse were consulted.Data from the literature review was augmented with 42 key informant interviews and 113 questionnaires with semi-structured open ended questions to learners in the five faculties at the institution.Two methods of data generation were used for data verification and validation.Table 1 below shows key informant interviews engaged: Questionnaires were used for allowing for free flow of information and precise answers.In order to adhere to the WHO and Ministry of Health guidelines on social distancing during the COVID-19 pandemic, questionnaires were sent to the respondents through online platforms.The questionnaires were shared with student's online group platforms via their class representatives, ensuring a higher degree of anonymity and confidentiality to participants.Key informant interviews were purposively selected including academic and non-academic administrators from a higher and tertiary education institution.Academic administrators were engaged because of their involvement in the management of teaching and learning and their experiences as they interact with students and lecturers during the pandemic.Non-academic administrators were also key in the study since they are the custodians of the University regulations and during the pandemic, they were part of the decision makers on how online teaching and learning could be done.The University also preferred Google classroom as the official Learning Management Systems and that platform gave non-academic administrators full control to oversee and monitor learning processes.In addition, they are also responsible for provision of necessary resources to ensure smooth teaching and learning at the institution.The interviews were conducted through virtual means such as zoom and phones to understand and evaluate the inclusive nature of their COVID-19 containment measures and practice.Lecturers were also purposively sampled to gain insights into their experiences with students during the pandemic.Learners from diverse backgrounds were conveniently selected to understand their experiences in accessing educational resources.The participants were given a clear explanation of the role of the researcher and informed that the research was solely for academic purposes.Participants were not coerced into taking part in the research and they were fully informed about the research procedures.Following the principles highlighted by Magwa and Magwa (2015), prospective research participants should be well-informed about procedures and risks involved in research and must give their consent to participate.For this study, participants were given written information about the study and an informed consent form to sign indicating their agreement to participate.It was essential that their consent was voluntary and not influenced by any pressure.Therefore, every participant was given the opportunity to decide to whether to participate in the research ensuring that only those who genuinely wished to share information took part.
Participants were assured that their personal information would be kept confidential and sensitive information that could link personal details to the true identity of research participants were not shared, thus, maintaining participant anonymity.As emphasised by Bos (2020), participants must be sure that their data is processed anonymously (unless there is a reason not to, and the participant is notified thereof) and no participant should suffer consequences from having participated in any research because certain personal information is made public.Pseudonyms were used to protect the identity of the participants.
To analyse and interpret the data collected from document reviews, interviews and questionnaires, a thematic analysis was conducted.Scholars defined thematic analysis as a process for identifying, analyzing, and interpreting patterns of meaning that occur within qualitative data GRAND TOTAL 42 (Clarke & Braun, 2017).As such, the data generated was read carefully so that relevant information to the objectives of the study is identified.The available data was coded and thus common themes were derived.The codes were assigned by grouping the elements of similar data that seem to have a pattern.The data were then organised according to the themes that emerged during the fieldwork.The main theme that emerged, is that the pandemic impacted negatively on the disadvantaged students and this was reflected through the following experiences that forms subthemes, which are i) internet connectivity related challenges, ii) lack of access to digital devices, iii) lack of e-learning training and iv) lack of funding and resources.

Experiences of higher and tertiary education students during the COVID-19 pandemic
The findings indicate that learners face various challenges in accessing lectures during the lockdown period, including internet related issues, a lack of electronic gadgets, insufficient e-learning training and a lack of funding to support online learning.It was observed that while the institution shifted to online teaching methods during the COVID-19 pandemic, learners encountered difficulties in accessing educational resources through online platforms.This was primarily due to the institution's structure, which traditionally prioritised face-to-face learning rather than a hybrid teaching approach.The lecturers employed online teaching methods such as Whatsapp, email and Google Classroom.Students reported that many lectures and presentations were done through the Whatsapp platform and assignments were given and submitted via Whatsapp and email.The following sub-sections provide a detailed discussion of students' experiences in accessing educational resources during the COVID-19 pandemic.

Internet connectivity related challenges
The study revealed that a significant number of students from the institution have limited access to broadband internet.This is primarily due to the fact that many individuals opt for cheaper payas-you-go mobile connections, which are often slow and unreliable, particularly in rural areas (Macheka et al., 2022).Most students who participated in the study expressed that the lack of reliable internet connectivity had a significant impact on their online learning during the pandemic.The intermittent internet connection severely hindered the interactive learning process that many learners were expecting.As a result, some learners felt dissatisfied and disillusioned as illustrated by the following vignettes: Online education became difficult to use for students especially rural dwellers and those in remote areas because they failed to access good network for internet to access online lessons.(Interviewwith Learner A, 2021) The institution should know that not every student resides where there is network coverage.The introduction of the remote learning made it difficult for some students to participate during learning since some students who stay in rural areas have difficult in internet connection (Interview with Learner B, 2021) Due to COVID-19 lockdown as students we were so challenged.We come from different backgrounds and some of us stay in remote areas where network is unavailable.(Extracted from Questionnaire, 2021) As such, learners were deprived of their education tuition as one student explained: Sometimes lecturers advised us to disseminate information to those who could not access internet services through other means such as calls and reading guides.(Extracted from Questionnaire, 2021) As such, the reformed learning processes had a significant impact on the involvement and participation of students during lectures.As argued by Macheka et al. (2022), educators adopted pedagogical approaches that restricted students' participation and interaction in the learning process.The scholars further note that in face-to-face teaching, educators can gauge students' understanding through body language.However, during online learning, student's learning experience was affected as they lacked opportunities to actively participate or seek clarification from the educators.Additionally, it was observed that educators primarily relied on sending notes through online platforms, limiting interactive and engaging aspects of the learning process.
For students residing in areas with internet connectivity, they encountered challenges related to network congestion resulting in slow or poor internet connection.One student expressed their experience as follows: I had challenges of internet connection most of the time.Our lecturers preferred using whatsapp for lectures but unfortunately whatsapp platform was at times congested (Extracted from Questionnaire, 2021) Students also confirmed that the University chose data packages from NetOne mobile network company due to their affordability.However, these services were reported to be slow and had limited coverage.This created difficulties for online learning as the poor connectivity made realtime learning impossible.One student elaborated that there were instances when, Our lecturers also encountered challenges of internet connectivity.For instance, learning was postponed until wee hours when connectivity improved (Extracted from Questionnaire, 2021) It was found that the University preferred Google classroom as the official Learning Management Systems.As one administrator revealed, In response to the global pandemic, the University adopted Google classroom Classroom as the official online platform (Interview with Administrator 1) However, due to slow or non-existent internet connection on the part of students, many educators resorted to sending notes and assignments through different platforms which students then shared amongst themselves.As a result, online learning was reduced to mere exchange of lecture notes and reading material via emails and WhatsApp.This approach compromised quality of learning.
A study on the impact of COVID-19 on higher education systems, conducted by Anifowoshe et al. (2020) similarly argues that simple posting lecture notes online or having video recordings of the lectures is a misleading concept of effective online learning.It is widely recognized that quality online learning requires instructional materials prepared by specialised designers, pedagogically training for lecturers and the students' exposure to the pedagogy of online learning.I contend that these methods limit students' participation and interaction in the learning processes.These findings align with the study of Townsend et al. (2002), who assert that effective learning occurs in environments characterized by high student participation and interaction.Furthermore, COVID-19 further exposed the responses that failed to consider the plight of the economically disadvantaged, thereby widening the social gap among learners.The implementation of remote learning measures had a negative impact on disadvantaged students at the institution.It was revealed that students from poor and marginalised communities were less likely to have access to technological resources such as internet.A study by Chinembiri (2020) found that Africa has a mere 53% internet penetration rate, accompanied by high mobile phone data costs.Consequently, the introduction of platforms such as Google Classroom, online lectures, and Zoom lectures has further marginalised learners without internet access and those from impoverished families.The educational attainment gap is expected to widen between the poor students and their more affluent counterparts who have access to internet connectivity.Taru (2020) who also examined the impact of the pandemic on higher and education institutions in Zimbabwe, identified the digital divide, high cost of data, poor infrastructure, and computer illiteracy are some of the challenges that hinder disadvantaged students' access to internet and online learning platforms.Moreover, COVID-19 highlighted the flawed assumption that higher and tertiary education are predominantly middle-class and elite, and therefore should have means for online learning (Macheka et al., 2022).This is evident in the decision by the Southern African Development Community (SADC) that "learning should never stop" while higher education institutions failed to assess learners' ability to engage in online learning.A significant number of students emphasized network challenges or the complete lack of internet connection in their respective home areas.The SADC and national governments did not foresee or anticipate these challenges.The institution's adoption of one-size-fits-all approach adopted further hindered the transition to online learning.

Lack of access to digital devices
The transition to emergency remote instruction was characterised by a lack of planning and organisation.The institution failed to provide students with computers or developed software for online teaching.The following interview excerpts from students provide more insights into this situation, The University did not provide digital devices to us during online learning but they expected all of us to attend online lectures.Some of us do not have gadgets suitable for Google Classroom Lectures.Some of our colleagues were using their own personal gadgets such as cell phones and laptops (Interview with Learner C, Level 4.1) I was willing to learn with others online but unfortunately I did not have the suitable device.I had an outdated communication device.(Extracted from Questionnaire, 2021) Students from disadvantaged and underprivileged backgrounds faced significant challenges in accessing education due to their inability to afford necessary gadgets.As a result, they were unable to utilise platforms such as Google Classroom and other online platforms.
Furthermore, this situation was compounded by the fact that some lecturers themselves faced difficulties in accessing digital devices to facilitate online learning.One interviewee highlighted the institution's failure to provide lecturers with laptops, stating: The institution should have provided us with laptops or other equipment to ensure a smooth transition to online learning.(Interview with a Lecturer, Dr A.) This lack of support for both students and lecturers further hindered the effectiveness of online education during the pandemic.The institution's failure to provide necessary resources contributed to the unequal access to education and added to the challenges faced by students and educators alike: We depend on desktop computers in computer laboratories and offices.So when movement was restricted due to lockdown, we could not access offices and laboratories, disrupting continuation of teaching and learning during lockdown (Interview with Lecturer, Mr X.) Higher and tertiary education institutions in Zimbabwe were unable to effectively adapt to online teaching and learning.The institution's lack of preparation and failure to provide necessary resources for online learning further widened the inequality gap between students from socioeconomic backgrounds.The COVID-19 pandemic exacerbated the existing social inequality gap, particularly between the students who could afford digital devices suitable for online platforms like Google Classroom and those who could not.This situation aligns with findings of Muftahu (2020) who highlighted the challenges faced by African universities in implementing online learning.
These challenges include limited access to technology and resources such as internet connectivity and laptops, as well as lack of knowledge and skills among academic staff regarding basic computer literacy.There is also resistance among some academic staff and students to embrace technology adoption and remote learning.
Furthermore, Muftahu argues that while other developing nations worldwide have made progress in implementing sustainable and innovative solutions such as digital learning or online classes, developing African nations are lagging behind in improving their higher education digital capabilities and promoting continuously learning.
Overall, the findings indicate that higher and tertiary education institutions in Zimbabwe were illprepared for the shift to online learning, resulting in further disparities in access and opportunities for students.There is a need for concerted efforts to bridge the digital divide and ensure equitable access to education, particularly during times of crisis like the COVID-19 pandemic.

Lack of e-learning training
According to the students' feedback, the institution management announced that lectures will be conducted online especially with Google Classroom.It was established that the University management communicated through their memorandums advising students and staff on measures adopted to contain the COVID-19 pandemic as well as ensuring that students are receiving tuition through online platforms.However, no efforts were made to provide training or guidance to learners on how to effectively use the online platform.Information gathered through questionnaires and interviews revealed that most of the students did not have experience in online learning since they were used to face to face learning but were expected to learn online during the pandemic.Interview with an ICT member revealed that they did not find time to train the educators and learners for online lessons.He confirmed that, We were caught unprepared and thus could not train learners and educators for online teaching and learning.We gave learners and educators the Google classroom manual through the University websites and staff emails.(Interviews with ICT personnel, 2021) This lack of training and support further hindered students' ability to adapt to the new mode of learning.One vignette from a student sheds light on the issue: The University management just send messages via student portal and University website informing that learning will move from face-to-face to virtual learning.They posted the Google Classroom manual on the student portal but no one cared to explain it to students so that we understand it.(Interview with Masters Learner D.) These same sentiments are expressed by another learner who noted that: The whole issue of virtual learning was disorganised.The training for online learning was through an online user manual.Most of the students were born and raised in the rural areas where there are no computers.Some of us do not have practical and theoretical knowhow of running documents and word processing and online cellular operations.This made learning very difficult during the pandemic because without help from either the lecturer or other students, it was difficult for us to access educational tuition.(Extracted from Questionnaire, 2021) In light of the fact that most students lacked the technical skills to adapt to the rapidly changing trends in online learning and the institution did not offer any training, it became unlikely for learners to access educational resources during the pandemic.One can argue that the COVID-19 pandemic exposed the institution's lack of preparedness in supporting its learners.The absence of e-learning training on utilising online platforms had a significant impact on learners during the pandemic.The difficulties and challenges faced by learners hindered their ability to access education universally at the institution.The study also revealed that the institutional management and Information and Technology Section neglected the training aspect.The University management was primarily focused on transitioning to online platform particularly Google Classroom without equipping learners with necessary skills for effective and successful learning.
As argued by Nganga et al. (2020), the shift to online or remote teaching and learning poses various challenges for management in higher and tertiary education institutions.These challenges include online supervision, training faculty on the use of e-learning tools, and resistance from students, among others.Some students and lecturers also lacked knowledge on how to utilise digital devices.A similar study on pandemics revealed that some academics and students are not comfortable with adopting technology to facilitate remote learning due to unfamiliarity, thereby influencing their acceptance of technology acceptance (Muftahu, 2020).

Lack of funding and resources to support online learning
Another challenge experienced by learners is the lack of funding and resources to support online learning.The high cost of data was a significant concern raised by most students.The data provided by the institution in 2020 was inadequate to support learning throughout the year.The University management confirmed that they provided data to students as reiterated below, The University management acknowledged that some students were grappling with challenges associated with change-over from physical classroom to digital ones thus efforts were made through provision of data to students and lecturers.In April 2020, students were given 8GB data to ensure that learning continues.(Interview with Administrator 2) However, as mentioned earlier, the institution opted for Google Classroom which consumed a substantial amount of data, especially when downloading documents and modules online.As highlighted by one student, Online learning was crippled by lack of resources for the purchase of data.This failed especially because the University did not provide enough network bundles to help students despite the students having paid their tuition fees in full.Only privileged students were found learning online whilst others were receiving second hand information from other students through text messages.(Interview with Learner C, Level 4.1) Other students further emphasized that learners are facing difficulties in accessing educational resources, which was exacerbated by the economic situation in the country.The majority of respondents agreed that e-learning was ineffective primarily due to lack of affordable data, not everyone could afford it.Consequently, they concluded that digital learning did not offer quality education.Students also pointed out that not all lecturers were able to effectively engage in the online teaching.Similarly, educators raised concerns about the lack of data to facilitate online teaching.Other students complained, Our Institution proposed online learning through Google classroom but some of us could not participate because the Google classroom application requires adequate data.This was further worsened by the fact that during the COVID-19 pandemic, some of our parents were not at work and as such, they could not fund our online learning.(Extracted from Questionnaire, 2021) I managed to use this online method but had also challenges with poor network connection as well as funds to buy data bundles.My experience with online learning was inconsistent due to my socio-economic status to meet the demands of this new method.(Interview with Learner E, Level 2.1) As the COVID-19 pandemic swept through country, it was the underprivileged who bore the brunt of its devastating consequences.One Faculty dean had this to say: When consulting with Student Affairs department and students' representatives, it was realised that the majority of learners failed to access online teaching because of their disadvantaged backgrounds.Online education requires funding and resources but unfortunately, we did not manage to provide enough funding to our learners.(Interview with Faculty Dean A, 2021) Similar studies conducted on the impact of COVID-19 on higher education have also revealed that a significant number of students lack the necessary resources for online learning.According to UNESCO, 89% of students in sub-Saharan Africa do not have access to home computers, and 82% lack internet connectivity.This implies that online classes cannot cater for all students (Anifowoshe et al., 2020).Consequently online learning further widens the gap between the privileged and disadvantaged students.
In a study conducted by Anifowoshe et al. (2020), it was established that wealthier households are better equipped to sustain learning through online learning strategies, although not without considerable effort and challenges for teachers and parents in economically disadvantaged households.Many children lack essential resources such as desks, books, internet access, computers, and parents who can fulfil the role of home-schooling.Considering these factors, it can be concluded that lack of resources and funding to support online learning was one of the primary barriers to education during the COVID-19 pandemic.

Inclusive and equitable education during pandemics: bridging the social inequality gap
The findings indicate that the pandemic has impacted heavily on exacerbating the social gap thereby increasing the inequality within students.As the world was upturned by the COVID-19 pandemic, the poor were the ones suffering the devastating consequences of the pandemic.Internet related challenges, lack of electronic gadgets, lack of e-learning training and lack of funding to support online learning are the major challenges that were experienced by higher and tertiary education students thereby impacting negatively on the disadvantaged students and widened the inequality gap.Whilst scholars acknowledges the need to consider inequality gaps during the pandemics, most of the COVID-19 response measures from the institution did not consider that.With closure of schools and institutions, students were expected to work virtually from home.This means that disadvantaged pupils and students from poor and marginalised communities were less likely to have access to technological resources such as internet, access to computers or tablets.The introduction of Google classes, online lectures among others further impoverished the poor.The educational attainment gap escalated between the poor students and the more affluent ones.
Moreover, academic inequalities served as barriers to epistemological access and in this study, there were socio-economic inequalities that affected access to educational tuition during the pandemic.As presented in the results, some students failed to access online learning as a result of financial challenges and some failed as a result of living in remote areas that do not have proper internet connection.Additionally, the authorities responsible for deciding on appropriate learning platforms at the institution were not familiar with the platforms accessible to students.They appear unconcerned about what suits the students' needs.Learners propose intervention measures to overcome challenges faced in accessing online education effectively.The participants suggest that the development of online systems should involve all stakeholders including learners and educators.Consultation with students and lecturers is crucial in identifying the best online platform as the available was highlighted as expensive and inaccessible.As previously mentioned, only a few lecturers used the proposed Google Classroom, as most preferred teaching through Whatsapp groups.In this case, the lecturers can be considered digital immigrants to a greater extent due to their upbringing before the widespread use of digital media (Makumane, 2021).The unavailability of some lecturers on Google Classroom suggest that it may not be user friendly, and there may be resistance to using technology in teaching.To ensure accessibility of the online teaching platform for students from diverse social and financial backgrounds, higher education institutions should adopt a user-friendly online teaching platform.Further research on the best platform to use is also necessary (van Dijk, 2017).Additionally, institutions should develop online platforms that are affordable and accessible to all learners.The majority of students in the study's higher education institution face resource constraints, including lack of gadgets and limited access to networks due to data deficiencies, leading to academic inequalities.
However, the COVID-19 pandemic presents an opportunity for Zimbabwean higher and tertiary education institutions to reconsider online infrastructure and allocate funds towards successful online learning.Prioritising ICT resources is essential, and universities should ensure that learners and educators have sufficient data and appropriate devices for lectures.In addition to ensuring accessibility and affordability of online lessons, institutions should invest in building more technological infrastructures including computer laboratories for internet access to everyone.However, "physical access is not a single decision to adopt and purchase a particular technology but a continuing process of getting access to new versions of hardware and software, peripheral equipment, and subscriptions.Obtaining physical access makes no sense when people are not able to use technology.Therefore, skills and competences are needed for access" (van Dijk, 2017).As argued by Salihu (2020), the COVID-19 pandemic demands accurate leadership and management with clear responsibilities to confront this challenge.To develop and adopt such approaches, an inclusive consultative process involving management, lecturers and learners' representatives is necessary.Mogaji & Jain (2020) further suggest that investment in ICT infrastructure development should be strengthened to enable higher education institutions to transit seamlessly during disturbances and position them for the fourth industrial revolution.As previously discussed, learners have not been trained in online learning highlighting the need for ICT department to ensure that all learners in the institution receive adequate training.Learners and educators are expected to be knowledgeable about using various online platforms and it is the responsibility of the ICT departments to provide comprehensive training for both students and lecturers in the new mode of learning.Upgrading network systems is also essential.On the other hand, students must adapt to the new ways of education preparing for future pandemics or disasters.Moving forward, investment in online teaching infrastructure is crucial for effective teaching as society embraces the new normal.
Again, whilst the COVID-19 pandemic has negatively impacted on the teaching and learning approaches at the University, it also brings opportunities for transforming the current pedagogical approaches so that they are resilient, empowering, and enfranchising during times of emergencies.As earlier established that online learning and teaching was reduced to mere sending of notes via online platforms, there is need for further development of participatory approaches to teaching and learning.As scholars argue, the institutions of higher learning must shift from pedagogical to andragogical approaches that are participatory to allow learners to contribute to the learning processes (Macheka et al., 2022) and in terms of teaching approaches there is a need for further development of participatory approaches to teaching and learning (Mogaji et al., 2020).This paper proposes that institutions of higher learning must shift to andragogical approaches and also, academic departments at institutions must develop hybrid approaches that combine face to face teaching as well as online teaching.Thus the COVID-19 pandemic has also opened a portal through which institutions can envision higher education under Fourth Industrial Revolution (4IR) (Macheka et al., 2022).

Conclusion
To gain a better understanding of learners' experiences, this study investigated the barriers students encountered as they adapted to, and grappled with new teaching and learning approaches during the COVID-19 pandemic lockdown.The findings revealed the institution's lack of preparedness in adopting and adjusting to the sudden shift to online teaching and technology requirements, exposing the barriers that hindered effective online learning.The institution was not ready to adopt and adapt to emergency remote instruction on one hand, and failed to avail the infrastructure that facilitates online teaching and learning.This was evidenced by their encouraging and instructing educators and learners to teach and learn online respectively without providing necessary resources to facilitate the same.The measures adopted by the University assumed that learners and educators have access to internet, digital devices and funds for purchasing data for online learning.Such attitude, moreover, are part of the institution's failure to create a proper at-home work environment for learners and educators.
Based on the study, it can be concluded that only a small number of students had access to broadband internet, while slow or non-existent internet connections disrupted online learning.Consequently, many students were unable to access educational resources.The study identified the lack of electronic gadgets, e-learning training and funding as the major challenges.The data also indicated a lack of preparation and limited use of online platforms by higher education management.Students expected to receive internet data to facilitate online learning but the university management assumed that learners had suitable learning environments at home and believed online learning, could proceed as normal.The university failed to fully embrace the use of technology in teaching and learning with a significant hindrance being the insufficient investment in preparing students for online learning.There was no provision of electronic devices, data or developed software for online teaching.Unless addressed through deliberate institutional intervention and legislation, these shortcomings will likely to continue to compromise learning during future pandemics.However, online education has the advantage of serving as a learning platform and an experimental ground for a trial and error, which can be further developed to perfection for use in future pandemics.Experiences of online education during the COVID-19 pandemic lockdowns may be used by institutions of higher learning in Africa to develop user-friendly online approaches, software and teaching material that require less internet bandwidth.