Digital Resilience and Foresight Integration Model (DRFIM) for Strengthening Sustainable Education Systems in Rural Zimbabwe: Insights from Cheunje Secondary School, Murewa Rural District, Mash East Province

Abstract

Education systems globally are increasingly challenged by rapid digital transformation, environmental uncertainty, and persistent socio-economic inequalities, particularly in rural contexts. In Zimbabwe, these pressures are acutely experienced in marginalized areas where infrastructural deficits, energy instability, and limited digital capacity constrain effective teaching and learning. This study investigates how digital resilience and strategic foresight can be integrated to strengthen sustainable education systems, focusing on Cheunje Secondary School in Murewa Rural District. Anchored in systems theory, anticipatory governance, and digital resilience theory, the study adopts a qualitative case study design to explore institutional responses to disruption. Data were collected from 40 purposively selected stakeholders, including teachers, school leaders, parents, and community members, using interviews, focus groups, observations, and document analysis. Thematic analysis, complemented by foresight-based scenario reflection, was employed to identify key patterns and emerging insights. Findings reveal that digital fragility, energy insecurity, and limited foresight in leadership significantly hinder the integration of digital technologies in rural schools. However, adaptive practices such as mobile-based learning, community partnerships, and informal teacher training demonstrate localized resilience and innovation. The study further highlights strong interdependencies between infrastructure, governance, and energy systems, underscoring the need for holistic approaches to educational transformation. In response, the study proposes the Digital Resilience and Foresight Integration Model (DRFIM), a comprehensive framework that integrates foresight capabilities, digital resilience systems, and adaptive governance to enhance institutional sustainability. The model provides actionable insights for policymakers and practitioners by emphasizing proactive planning, inclusive digital ecosystems, and community engagement. Ultimately, the study contributes to advancing context-sensitive strategies for achieving resilient, equitable, and future-ready education systems in rural Zimbabwe and similar settings.