Volume 3, 2025 – Issue 1
Exploring Gender Gaps in Smartphone Usage-Ownership Patterns Among Science Teachers: A Case Study of Zimbabwe
Terrence Manyeredzi 
1, Vongai Mpofu 2, Gladys Sunzuma 3, Nicholas Zezekwa 4, and Edison Mudzamiri 5
1, 3, 4, 5 Science and Mathematics Department, Bindura University of Science Education, Bindura, Zimbabwe.
2 Quality Assurance Department, Bindura University of Science Education, Bindura, Zimbabwe.
Corresponding author: tmanyeredzi@gmail.com
DOI: 10.5281/zenodo.14949996
Abstract
Using Zimbabwe as an LMIC case and guided by the Adaptive Structuration Theory for Individuals, the study was carried out to determine the gender gap in smartphone usage-ownership patterns for science teachers in LMICs. A descriptive survey design was used in this study. Data was collected using an online questionnaire which was completed by 179 science teachers. Findings from the study show that the average gender gap in smartphone ownership by science teachers in Zimbabwe is 5% and the average gender gap in smartphone use is 29%. Smartphone use for leisure purposes has the highest gender gap while access to social media is the lowest. The use of smartphones as instructional interface devices is still very low and the corresponding 27% gender gap is too high compared to the gap in ownership. The findings revealed that male science teachers dominate in both smartphone ownership and use in LMICs where Zimbabwe is used as a case. The study recommends that LMICs’ science curricula should be tailored in compliance with Industry 4.0 dictates as a way of closing the gender gap in smartphone use and ownership.
Keywords: gender gap, digital divide, cyber-physical system, smartphone, digital instruction, interface device, lower middle income.
Published
2025/02/28
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Section
Research Papers
How to Cite (APA)
Manyeredzi, T., Mpofu, V., Sunzuma, G., Zezekwa, N., & Mudzamiri, E. (2025). Exploring gender gaps in smartphone usage-ownership patterns among science teachers: A case study of Zimbabwe. The International Journal of Technology, Innovation, and Education, 3(1), 75-99. https://ijtie.com/v301/n42
Manyeredzi, T., Mpofu, V., Sunzuma, G., Zezekwa, N., & Mudzamiri, E. (2025). Exploring gender gaps in smartphone usage-ownership patterns among science teachers: A case study of Zimbabwe. The International Journal of Technology, Innovation, and Education, 3(1), 75-99. https://ijtie.com/v301/n42
Boumahdi, A., et al. “Pedagogical Interactions and University E-Learning Systems: Case of Moodle and Google Classroom Platforms.” The International Journal of Technology, Innovation, and Education, vol. 3, no. 1, 2025, pp. 7-32.
A. Boumahdi, Z. Lamouara, and S. Azaoui, “Pedagogical interactions and university e-learning systems: Case of Moodle and Google Classroom platforms,” The International Journal of Technology, Innovation, and Education, vol. 3, no. 1, pp. 7-32, 2025.
Boumahdi, A., Lamouara, Z. and Azaoui, S., 2025. ‘Pedagogical interactions and university e-learning systems: Case of Moodle and Google Classroom platforms’, The International Journal of Technology, Innovation, and Education, vol. 3, no. 1, pp. 7-32.
Boumahdi A, Lamouara Z, Azaoui S. Pedagogical interactions and university e-learning systems: case of Moodle and Google Classroom platforms. The International Journal of Technology, Innovation, and Education. 2025;3(1):7–32. doi:10.1003/zenodo.3434.
Boumahdi, A., Lamouara, Z., & Azaoui, S. (2025). Pedagogical interactions and university e-learning systems: Case of Moodle and Google Classroom platforms. The International Journal of Technology, Innovation, and Education, 3(1), 7-32. https://ijtie.com/v301/n11
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About the authors
- Terrence Manyeredzi, a renowned academic attached to the Science and Mathematics Education Department of Bindura University of Science Education. Holding an MSc in Geophysics, Mr. Manyeredzi’s academic journey has traversed multiple disciplines, with a recent refocusing of interests towards smartphone use in Physics education. Initially, Mr. Manyeredzi’s research endeavors were concentrated in the realm of renewable energy physics, yielding several notable publications in esteemed academic journals. However, a shift in academic pursuits led to an exploration of the intricacies of science education, culminating in a series of scholarly articles that have contributed meaningfully to the existing body of knowledge. Mr. Manyeredzi’s research expertise spans the intersection of science education and renewable energy. A prolific scholar, Mr. Manyeredzi has authored numerous publications in reputable academic outlets, cementing a reputation as a leading voice in academia. Through a commitment to innovative teaching practices and rigorous academic inquiry, Mr. Manyeredzi continues to inspire the next generation of scientists, educators, and thinkers.
tmanyeredzi@gmail.com
↩︎ - Dr. Vongai Mpofu, a senior lecturer in the Department of Science and Mathematics Education and currently serves as the Quality Assurance Director at the Bindura University of Science Education. Her research focuses on science education at various levels and encompasses four key areas: STEM/STEAM/STREAM education, African Indigenous knowledge systems, qualitative research methodologies (both classical and Indigenous), and quality assurance in higher education. Her work aims to promote epistemic justice and the relevance of science education in Africa, contributing to the economic transformation of societies.
tvmpofu@gmail.com
↩︎ - Dr. Gladys Sunzuma, an influential educator and researcher, known for her work in advancing mathematics education with a focus on innovation, inclusivity, and cultural relevance. She holds a Ph.D. from the University of KwaZulu-Natal, South Africa (2019), where her dissertation explored Zimbabwean mathematics teachers’ readiness to integrate ethnomathematics into geometry teaching. Dr. Sunzuma’s academic qualifications also include an MScEd in Mathematics Education from Bindura University of Science Education and a BScEd in Mathematics and Chemistry Education from the University of Zimbabwe/Bindura University College.
Dr. Sunzuma has made substantial contributions to the field of mathematics education, particularly in Zimbabwe. Since 2008, she has served as a Senior Lecturer in the Department of Science and Mathematics Education at Bindura University of Science Education (BUSE). Her career at BUSE spans roles such as Lecturer, Teaching Assistant, and Acting Chairperson, where she has played a pivotal role in shaping the direction of mathematics education in the country. Prior to her academic career, she taught mathematics and science in high schools under the Ministry of Primary and Secondary Education in Zimbabwe, where she held leadership roles as Head of the Department for Science/Mathematics.
Dr. Sunzuma’s research is centered on ethnomathematics, teacher professional development, inclusive education, and the integration of technology in mathematics teaching. Her extensive research output includes over 35 peer-reviewed articles, book chapters, and edited volumes, including the co-edited Science, Mathematics, and Technology Education in Zimbabwe: Research, Policy, and Practice (2023). Her work on ethnomathematics and learner-centered teaching methods has driven significant changes in the curriculum in Zimbabwe, emphasizing the integration of cultural perspectives in STEM education. Additionally, Dr. Sunzuma has served as an external examiner for postgraduate theses, affirming her authority and expertise in mathematics education.
gsunzuma@gmail.com
↩︎ - Dr. Nicholas Zezekwa, a senior lecturer in the Department of Science and Mathematics Education at Bindura University of Science Education with over 30 publications in areas including Nature of Science, Teacher Professional Development and Pedagogical content knowledge.
nizezekwa@gmil.com
↩︎ - Dr. Edison Mudzamiri, a lecturer in the Science and Mathematics Department, Bindura University of Science Education.
edmudzamiri@gmail.com
↩︎
