https://ir.cut.ac.zw:8080/xmlui/handle/123456789/10 2026-06-06T03:09:47Z https://ir.cut.ac.zw:8080/xmlui/handle/123456789/729 Adoption of Climate-Smart Livestock Production Systems by Small- Scale Farmers in Zimbabwe Prudence Mugwadi; Pedzisai, Constantino The adoption of climate-smart agriculture systems is a promising approach to farming adaptation and mitigation, gaining increasing relevance in the face of climate change. Livestock production strategies, crucial for food security and livelihood improvement, are likely to be severely impacted by climate change. This study investigates the adoption of climate-smart livestock production systems and their impact on livelihoods in Chivi district, Zimbabwe. Data were collected from three administrative wards through Focus Group Discussions with 27 purposively sampled small-scale livestock farmers (nine per ward) and one-on-one interviews with four Agricultural Technical and Extension officers, professionals who work to improve agricultural practices and rural development by communicating knowledge and providing support to farmers. Braun and Clarke's (2006) reflexive thematic analysis framework was used to analyze the data. The study reveals that conservation of fodder and dried crop residues are the most widely adopted climate-smart livestock production systems due to their ease of practice, low capital requirements, and laborintensive nature. The adoption of these systems enhances livelihoods by providing household income and food. The study recommends the adoption of climate-smart livestock production systems, particularly in vulnerable and dry areas, to improve the sustainability of livelihoods. 2025-07-01T00:00:00Z https://ir.cut.ac.zw:8080/xmlui/handle/123456789/708 Representation of Indigenous Agriculture Knowledge and Practices in the Zimbabwe Secondary School Agriculture Curriculum: Prospects and Opportunities for Inclusion Pedzisai, Constantino This paper discusses representation of Indigenous agriculture knowledge and practices (IAKP) in the Zimbabwe secondary school agriculture curriculum with reference to possibilities and opportunities for inclusion. A qualitative multiple case study was employed to analyse components of curriculum and community IAKP, and a curriculum gap was found. The research suggests ways in which effective IAKP inclusion can be approached, the benefits of integration, and some of the challenges for schools. Using a decolonial theory framework, this study consisted of interviews with teachers, lecturers, extension officers and farmers in the area, as well as document analysis and on-the-spot observations. Findings show the curriculum was deficient of IAKP because of knowledge hegemony by the West. In order to decolonise the curriculum, the inclusion of IAKP aspects is of paramount importance to bringing the curriculum into context. Participatory Curriculum Development model is proposed in which stakeholders are involved in the curriculum designing. Recommendations include revision of agricultural policy and further research on decolonising curriculums and utilisation of indigenous farmers in education. Educational support materials on IAKP are required to perform the effective integration in the classroom. The following technologies were highlighted in the study: Leveraging indigenous knowledge holders and practices to enrich agriculture education for sustainable and contextually relevant approaches. By bridging curriculum gaps and promoting growth inclusiveness, the curriculum for agriculture in Zimbabwe can improve agriculture learning for local communities and uphold people's local heritage. 2026-03-06T00:00:00Z https://ir.cut.ac.zw:8080/xmlui/handle/123456789/691 Integrating individual consciousness and indigenous culture to predict university students’ STIs preventive health behaviours: Reinvigorating Africa’s forgotten longevity antidote Dangaiso, Phillip; Nyagadza, Brighton; Pedzisai, Constantino; Jaravaza, Divaries Cosmas Introduction: Sexually Transmitted Infections (STIs) remain a critical public health issue globally hence promotion of preventive health behaviors has been strongly envisaged. Although preventive health research has been evident, present literature overlooks the role of indigenous culture in regulating health behaviors especially in native African communities. Theory: This study extends the theory of planned behavior (TPB) with Ubuntu and African religiosity to predict university students’ behavioral intentions and subsequent STI-preventive behaviors. Method: Employing an explanatory design and a quantitative approach, structural equation modelling (SEM) estimated the model with 274 responses obtained through a person-administered questionnaire survey at two public universities in Zimbabwe. Findings: Health attitudes, peer influence, perceived behavioral control, Ubuntu orientation, and African religiosity positively and significantly predicted behavioral intentions, which subsequently positively influenced STI-preventive behaviors. Discussion: This study demonstrates that health promoters need targeted culturally-responsive approaches that stimulate positive health beliefs towards STIs prevention, trigger sexual and reproductive health interests through group appeals, and improve perceived self-efficacy as young adults contemplate adopting recommended preventive health actions. More importantly, this paper pinpoints the roles of Ubuntuism and native religiosity as ingrained axioms that could foster health behavior change in sub-Saharan African communities. Incorporating these underlying cultural themes into health communication messages could be key levers for sustainable health behaviors. 2025-12-27T00:00:00Z https://ir.cut.ac.zw:8080/xmlui/handle/123456789/602 Global Higher Education: The Sustenance and Hushed Annihilation of Indigenous Knowledges and Identities Mapara, Jacob; Siamena, Ethel; Mazodze, Crispen This chapter argues that there is a sustained onslaught on epistemologies and identities of the inhabi tants of the Global South through the hegemony of Western ways of knowing through the promotion of globalization. It posits that peddling this myth sustains Western epistemological hegemonies that have perpetuated and sustained the extirpation of those of the Global South. Through these subtle weapons of mass destruction, the researchers observed that most formerly colonized Indigenous communities have lost their identities and cultures. They further contend that scholarships by the countries in the Global North, including the new geo-political arrivants China and Russia continuously pummel and destroy indigenous identities under the guise of building relationships. Through these observations, the chapter accentuates the observation that while people are not being decimated physically, this occurs subtly. The chapter concludes by emphasizing the importance of embracing and harnessing all epistemologies to build better more sustainable and resilient communities 2025-01-01T00:00:00Z