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- ItemAn assessment of the effect of the fourth industrial revolution on library services: a case of academic libraries in Lusaka province.(The University of Zambia, 2025) Kuyela, Kadeyo MutaleThe Fourth Industrial Revolution (4IR), which is characterised by a fusion of physical, digital, and biological technologies, has profoundly influenced various sectors, including academic library services. This study assessed the effect of 4IR technologies on library operations within academic libraries in Lusaka Province. The study adopted the positivist philosophical approach and a descriptive survey design, data was collected from 106 librarians through stratified random sampling. Responses to closed-ended questionnaires were analysed using descriptive statistics, and hypotheses were tested using the Chi-square test at a 0.05 significance level. The study revealed that libraries are becoming increasingly aware of Fourth Industrial Revolution (4IR) tools, with technologies such as digital repositories accounting for 28.3% and artificial intelligence for 18.9% of the identified innovations The findings indicated that while several Library 4.0 (LIB4.0) technologies had been integrated into library services, the adoption remained low. Common technologies included AI-enhanced cataloguing systems were adopted by 37% respondents in their libraries while 21.7% of the libraries were chatbots showing a disparity between the potential of these tools and their actual utilisation in daily library operations. This uneven adoption suggests that while libraries recognise the value of such technologies, challenges in full integration and effective usage persist. However, innovations like blockchain and robotic automation were minimally explored, accounting for only 18%. Data analytics, cloud computing, and big data were underutilised, with 63.2% of respondents reporting not using them in decision-making. The study also highlighted librarians' growing confidence and skill levels in leveraging emerging technologies. Approximately 85% of respondents reported confidence in using digital library management systems, with 51% frequently engaging in professional development. However, gaps in training and limited exposure to advanced tools like virtual reality (VR), augmented reality (AR), and blockchain persisted. These challenges emphasised the need for ongoing training programs to enhance librarians’ proficiency in 4IR technologies and bridge knowledge gaps in emerging areas. The results of the Chi-Square tests conducted on various factors influencing the adoption of 4IR technologies in academic libraries indicate significant relationships between these factors and adoption. In the first analysis, the perceived usefulness of 4IR technologies was found to have a significant impact on their adoption, as evidenced by a Chi-Square value of 11.376 (p = 0.000). Similarly, the perceived ease-of-use (PEOU) was also significantly related to adoption, with a Chi-Square statistic of 25.772 (p = 0.000), indicating that users' perceptions of ease-ofuse influenced their willingness to adopt 4IR technologies. The results from the attitude towards using 4IR technologies further confirmed this, with both the Pearson Chi-Square and Likelihood Ratio statistics (8.088 and 9.552, respectively, p = 0.000) showing a strong association between attitude and adoption. The study established that integration of 4IR technologies in academic libraries faced significant challenges, including financial constraints (44.3%), inadequate training programs (20.8%), and resistance to change. Additional obstacles, such as limited infrastructure and concerns about job displacement, further hindered adoption. These findings underscored the importance of a multifaceted approach to address technical and human resource challenges, ensuring effective implementation of transformative tools in academic library services. The study recommended that academic libraries should invest in continuous professional development programs to equip librarians with the necessary skills to leverage 4IR technologies effectively. Since 85.8% of respondents acknowledged enhanced remote access, the study recommends that academic libraries should further develop and refine their digital collections to ensure seamless access for users. This could include improving the user interface of online databases, expanding open-access resources, and implementing stronger cybersecurity measures to protect digital assets. Academic libraries should prioritise budget allocations for the adoption of 4IR technologies in libraries. This could involve securing government grants, forming partnerships with technology companies, or exploring alternative funding sources such as research grants and donor contributions. Keywords: Fourth Industrial Revolution (4IR), Librarians, Infrastructure, Ministry of Education, Blockchain Technology, Artificial intelligence and Service delivery
- ItemAn investigation into the integration of ICTs in teaching and learning mathematics at the primary school level in selected schools of Pemba district, Southern province.(The University of Zambia, 2025) Mazabuka, HostThe study investigated the integration of Information and Communication Technology (ICT) in the teaching and learning of primary Mathematics in selected schools of Pemba District, Southern Province. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study aimed to identify available ICT teaching and learning materials for Mathematics, examine how ICTs are utilized in Mathematics instruction, and investigate challenges teachers face in integrating ICT into Mathematics teaching. The study employed a qualitative approach using a case study design. Purposive sampling was used to select participants, including one District Education Board Secretary (DEBS) representative, eight administrators (Headteachers, Deputy Headteachers, or Senior Teachers), and 24 Mathematics teachers. Data collection methods included interview guides, one-on-one questionnaires, and lesson observations (8 lessons). Findings revealed that ICT integration in Mathematics instruction was limited due to the low availability of ICT teaching and learning materials. Apart from Interactive Radio Instruction (IRI) radios and Let’s Read tablets, schools had inadequate technological resources. Additionally, poor technical and physical infrastructure further constrained ICT adoption. While teachers demonstrated strong Content Knowledge (CK) and Pedagogical Knowledge (PK), their Technological Knowledge (TK) and Technological Content Knowledge (TCK) were insufficient, hindering effective ICT integration in Mathematics teaching. The study recommends that the Ministry of Education should provide continuous professional development training for teachers on ICT integration in Mathematics instruction. Additionally, the government and stakeholders should invest in equipping schools with essential ICT tools such as interactive boards, Mathematics-related educational games, and software applications tailored to Mathematics content. Moreover, sustained technical support and infrastructure maintenance should be prioritized to enhance ICT use in Mathematics education.
- ItemA framework for public digital archives administration in Zambia : current practices, procedures and prospects.(The University of Zambia, 2023) Ng ‘andwe, EuphrasiaThe aim of this study was to establish the framework for digital archives administration in Zambia, focusing on the current practices, procedures and prospects. A case study design using concurrent mixed research methods was adopted for this study. Purposive, and simple random sampling techniques were used to select 13 archivists and 30 users respectively. Data were collected using closed and open ended questions and scheduled interviews. Quantitative data was analyzed using statistical centrality, position and variability with aid of Statistical Package for Social Sciences (SPSS) Version 26 for descriptive statistics for easy interpretation and analysis of data, while content analysis was used to analyze qualitative data. The study established that the National Archives of Zambia was yet to develop standard procedures , manuals and policies for the adminstration of digital archives. Although, the National Archives of Zambia draws its manadate from the National Archives Act of 1995 CAP 175. Archivists indicated lack of digital skills required in processing digital skills. The study recommended that there was need to develop institutional policies and procedures to guide the process of digital archives administration, and revise the National Archives Act of 1995. In addition, there was need to train archivists in handling of digital archives. The study further recommended a model for adoption by the National Archives of Zambia.
- ItemA comparative assessment of grade one learners’ initial reading achievements between speakers and non-speakers of the language of instruction in multilingual classes vis-à-vis monolingual classes of Lusaka and Katete districts of Zambia.(The University of Zambia, 2022) Mkandawire, Sitwe BensonThis study compared learners’ initial reading achievements in letter knowledge, phonics and decoding skills on their entry and at the end of Grade One in Nyanja language of Lusaka and Katete districts. Speakers and non-speakers of the language of instruction in multilingual classes vis-à-vis monolingual were assessed and their results compared. A pre-test was given on entry into Grade One to determine pupils’ initial understanding of the assessment items and to ascertain the knowledge level at which they were, when starting Grade One. A post-test was administered to determine how many pupils learned reading skills (letter knowledge, phonics and decoding skills) between the pre-test and post-test in Grade One. The study also sought to establish the pedagogical strategies that Grade One teachers were using to help non-speakers of the language of literacy instruction in multilingual classes to learn. The study further looked at the views of teachers about teaching multilingual classes and addressed the phonics instructional approaches for teaching reading in monolingual and multilingual classes. The study was guided by the philosophy of pragmatism ingrained in both positivism and post-positivism paradigms where the mixed-method research approach particularly the Concurrent Embedded Research Design was used. Pre-test and post-tests question papers were the quantitative data collection instruments, while interviews, lesson observation and focus group discussions were qualitative means through which data was collected. The Statistical Package for Social Sciences (SPSS) and Stata software were used to analyse quantitative data where both descriptive and inferential statistics were generated. Qualitative data was analysed through data coding and thematic analysis. The population was all Grade One pupils, teachers and schools that offered Grade One classes with traits of either multilingualism and monolingualism in Lusaka and Katete districts of Zambia. Typical case sampling of purposive sampling and simple random sampling were used in this study. The sample size was four hundred and eleven (411) participants comprising three hundred and seventy-five (375) learners and thirty-six (36) in-service teachers sampled from ten (10) schools; five (5) monolingual classes and another five (5) multilingual classes. The study was guided by the theory of binaries, the three-language orientation and the translanguaging theory. Findings on the first research question showed that 16.2% of the learners that were unable to read on entry into Grade One, completed the first grade able to read three-syllable words in Nyanja while 83.8% of learners that were unable to read on entry into Grade One, completed Grade One unable to read three-syllable words in Nyanja. This meant that while there was evidence of learning in Grade One, very few learners (60 learners out of 370) broke through to reading by the end of Grade One. Furthermore, 80.4% of non-speakers of the language of instruction (Nyanja) and 81% of speakers of the language of instruction (Nyanja) in multilingual classes, completed Grade One unable to read three-syllable words. However, 15.3% of non-speakers of the language of instruction started Grade One unable to read but completed this first grade able to read three-syllable words. Similarly, 17.7% of speakers of the language of instruction started the first grade unable to read but completed Grade One able to read three-syllable words. The Mann-Whitney U Test statistics for differences in performance between speakers and non-speakers of the language of instruction showed that there was no significant difference in performance between the two groups of learners. This means that, while speakers of the language of instruction may have had an advantage in learning by following instructions, their overall performance was not statistically significant to those that were not familiar with the language of instruction. This implies that the language of literacy instruction when teaching phonics and decoding skills in schools of Lusaka was not a major factor. Multilingual classes of Lusaka performed (17.1%) slightly better in comparison to monolingual classes of Katete (14.6%) in reading three-syllable words. However, the test statistics showed that there was no significant difference in performance between monolingual and multilingual classes. Findings on research question two about instructional strategies that teachers in multilingual classes were using to help non-speakers of the language of instruction learn included translanguaging, remedial work, use of improvised bilingual materials, use of visual and practical instructional materials, use of guardians and parents, use of peers or fellow learners and teachers in the school as resources for multilingual classes. Findings on research question three showed that multilingual classes were difficult to teach. Some teachers felt that more languages could be used in classes for teaching, learning and assessments, while others believed that assessments of diverse learners can be in one designated official language. Other teachers believed that both Nyanja and English can be used at the same time in classes as main languages. Some teachers believed that multilingual classes should not be overcrowded and that a class teacher needed to create a favourable environment for all languages available in class to thrive. On the fourth research question, the findings of the study revealed that multiple phonics instruction approaches and literacy teaching approaches were observed. These included synthetic phonics, analytic phonics, embedded phonics, multisensory approach, look and say, syllabic method, the New Break Through to Literacy (NBTL) approach and aspects of general mixed instructional methods. The study recommended that the Ministry of Education should allow translanguaging practices during teaching and assessment so that learners can be free to interact with others in class using multiple languages. The Teaching Service Commission of Zambia should be deploying early grade teachers to places where they are familiar with the language of literacy instruction so that they are not burdened by the language. The Ministry of Education should diversify phonics or literacy teaching strategies so that teachers are not just confined to pre-scripted literacy lessons which use synthetic phonics. Teachers in primary schools should make a deliberate effort in understanding what the policy demands and what is involved in each of the big five key competencies.
- ItemThe role of the United church of Zambia in combating early marriage of girls in Isoka district of Zambia.(The University of Zambia, 2023) Chisenga, DouglasEarly marriage is a familiar phenomenon in many countries in Africa. It is a harmful traditional practice, a human rights violation that not only denies young girls a choice of whom to marry but also exposes them to psychological, social, health and economic risks. The purpose of this study was to explore the role of the United Church of Zambia (UCZ) in combating early marriage of girls in Isoka District, Zambia. The study sought to achieve the following objectives: to establish the factors that influence early marriage of girls in Isoka District, to examine initiatives put in place by the UCZ in order to combat early marriage of girls and to analyse combating measures put in place by the Church to combat early marriage. Guided by Pilcher and Imelda’s (2008) radical feminist theory, which regarded patriarchy as the primary cause of women’s oppression, the study adopted a case study research design and was informed by primary data obtained through in-depth interviews and focus group discussions. Snowball and purposeful sampling techniques were used to select participants. Research findings showed that age at first marriage, lack of financial support services and poverty, among others, significantly influenced early marriage of girls in Isoka District. The study concluded that lack of education had negative effects on people’s ability to access and use the information given on the consequences of early marriage. The study further concluded that the UCZ had programmes in which they worked with the boys and girls and the community and reviewed policies that touched on women’s lives. However, the initiation of young girls into puberty stage (chisungu) was indicative enough that the people of Isoka District were still attached to traditional patriarchal beliefs and practices, which compelled them to force their daughters into early marriage. The study recommended that the government should ensure that every district has recreational and skills training centres where young people could be kept busy and avoid early marriage, especially after dropping out of school.