Online Reporter
Dr Evans Sagomba
Everything AI
IN the 1980s, the academic landscape in Zimbabwe was defined by a simple, yet meaningful metric: a learner scoring 70 percent in their ZIMSEC exams was a cause for celebration.
Families gathered in pride, neighbours congratulated young achievers, and communities recognised that hard-earned marks as a tangible symbol of scholarly promise.
These modest scores reflected, not only the rigour of the examinations, but also the maturity of a system that celebrated consistent effort over superficial perfection.
Fast forward to the present day, however, and the picture has changed drastically.
Today, a learner scoring 95 percent is plagued by anxiety, dissatisfaction, and in many cases, is even battling depression.
The numbers no longer tell the story of progress or genuine achievement; instead, they expose a crisis in Zimbabwe’s education system, a crisis that has its roots deep within the creeping influence of artificial intelligence.
Over the past decade, Artificial Intelligence (AI) has quietly seeped into every facet of modern life, and education is no exception.
Classrooms are no longer solely defined by chalkboards and textbooks, but by an array of digital tools that promise efficiency and expedience.
AI-driven applications offer instant access to past papers, auto-generated model answers, and even predictive analysis of exam questions.
In the eyes of policymakers and parents, these innovations initially symbolised a leap towards academic brilliance.
Yet, when one peels back the layers of this shiny digital façade, the reality is far more troubling.
The embrace of technology in education has led to the advent of a system where memorisation and regurgitation, rather than critical analysis and genuine understanding, have become the dominant methodologies for exam success.
The fundamental shift is stark: learners today are not necessarily striving for a true grasp of subject matter; instead, they are learning the art of beating the system.
AI-generated question banks mimic ZIMSEC patterns so meticulously that learners end up memorising model answers instead of grappling with concepts.
In parallel, coaching centres have proliferated, offering “exam hacks” and shortcuts that guide students in structuring responses for maximum marks.
Digital tutoring platforms have further exacerbated this trend, rewarding the mere repetition of information over any form of critical or creative thinking.
What we see now is not a bolstering of academic rigour but rather a mechanisation of the educational process, reducing learning to a series of algorithm-driven tasks with little relevance to real intellectual development.
The result of this transformation is a nation of score-chasers rather than genuine, thoughtful scholars.
Many learners who throughout the academic year would have perhaps struggled with deeper concepts, suddenly find themselves topping the boards during exam season.
Their high marks, rather than reflecting a true evolution of skills and understanding, are simply the by-product of mastering AI-assisted shortcuts.
This phenomenon is not indicative of true success; it is a systemic failure that has profound implications for both individual lives and the future of Zimbabwean society.
This shift has produced a cascade of unintended consequences. As high marks become ubiquitous, the very meaning of academic excellence has been diluted.
Universities now admit cohorts of students who, on paper, are paragons of success yet find themselves ill-prepared for higher education, where critical thinking and problem-solving become paramount.
The pressure and unrealistic self-expectations placed on students to maintain near-perfect scores are breeding an entire generation marked by anxiety, self-doubt, and burnout.
Equally tragic is the plight of those who score in the 70s or 80s, a group that was once considered solidly competent.
These students now find themselves grappling with feelings of inadequacy as society no longer values their hard work, instead equating success solely with near-flawless examination results.
Moreover, this obsession with numbers is distorting societal values regarding skills and work.
Zimbabwe has long prided itself on a rich tapestry of vocational talents, from artisans to agriculturists to tradespeople.
The relentless focus on academic scores and digital shortcuts, however, has relegated such practical and technical skills to the periphery.
Hands-on learners and individuals who excel through manual acumen are increasingly viewed as second-class citizens in a competitive environment where only exam marks matter.
The dignity of skilled work is being eroded, and with it, a fundamental aspect of Zimbabwean identity.
Yet, perhaps the most alarming fallout of this AI-driven educational transformation is the toll it takes on mental health.
The pressure to achieve flawless scores has created an environment where even minor setbacks are met with overwhelming despair.
The cycles of anxiety, stress, and depression among students are rising steeply, as the true joy of learning is sacrificed on the altar of numbers.
This pervasive pressure not only affects students’ well-being but also undermines their ability to learn, think, and innovate. In a system where success is measured solely by a numerical score, the deeper purpose of education to cultivate curiosity, resilience, and independent thought has been tragically lost.
The heart of our problem lies in the gradual erosion of critical thinking.
When education becomes an exercise in rote memorisation, the spark of inquiry that once drove human advancement is snuffed out.
Learners are taught to chase after the predictable rewards of high marks, rather than to question, challenge, and explore.
They are trained to follow well-worn paths laid out by AI algorithms and exam coaches, paths that demand nothing more than the recall of rehearsed answers.
In this environment, intellectual risk-taking is stifled, and the natural human proclivity for innovation and independent thought is diminished.
It is not coincidental that many of Zimbabwe’s traditional educational values, which emphasised debate, discussion, and real-world problem-solving, have been undermined in the rush to adopt digital technologies.
Traditional models of education were built on the premise of dialogue: teachers and learners engaged in active debates, exchanged diverse viewpoints, and built knowledge collectively.
Such interactions are the lifeblood of critical thought and are essential for developing the kind of deep, analytical skills that the modern global economy demands.
Yet today, faceless digital tutors and algorithmic question banks have replaced many of these human interactions.
While technology can certainly be a force for good, its uncritical adoption has led to a mechanised, one-dimensional view of what success in learning truly means.
There is much to be said for returning to traditional models of education.
For centuries, the greatest thinkers and innovators relied not on digital shortcuts but on rigorous training in logic, dialectic, and the Socratic method, a process that encouraged questioning and debate.
Our ancestors understood that true learning comes from engaging with the world, from challenging one’s assumptions, and from developing the ability to think critically.
In a world where every answer can be retrieved with a few keystrokes, the process of wrestling with a complex problem — a process that builds mental resilience and inspires creative solutions — is increasingly undervalued.
We must ask ourselves: What happens when a generation is raised without the capacity for deep thought, when every answer is pre-packaged and every solution is predetermined by an algorithm?
The challenge we face is not solely about intellectual traditions but also about the cultural narrative around success.
In the past, a 70 percent was celebrated because it was a testament to perseverance, labour, and the mastery of complex ideas.
Today, however, the celebration of high marks has become a double-edged sword. While high scores are ostensibly a sign of academic achievement, they have come to represent a narrow, digital-driven understanding of success.
Learners in our modern classrooms are being told that efficiency and speed, rather than creativity and analytical rigour, are the keys to academic and professional advancement.
This narrative is dangerously misaligned with the skills that our society and economy will ultimately need.
It is imperative that we re-evaluate our educational priorities. We must shift from a culture of score-chasing to one that values critical engagement, creative problem-solving, and lifelong learning.
Assessments must be redesigned to reward reasoning and reflection, rather than the mere regurgitation of memorised content.
A grading system that honours scores in the range of 60–75 percent as indicators of solid learning, rather than relegating them as failures in a system where perfection is the only currency, is essential if we are to restore balance.
Such a recalibration would not only alleviate the undue pressure on students but also recognise that learning is a multifaceted process that cannot be encapsulated in two simple digits.
In addition, we need to reinvigorate the role of educators in the learning process.
Teachers have traditionally been the catalysts of critical thinking, guiding their students through intricate debates, fostering an environment where questions are as valuable as answers.
However, in a system increasingly dominated by AI and digital shortcuts, the teacher’s role has been diminished.
There is no substitute for the mentorship, inspiration, and challenge that a dedicated educator provides.
Restoring the human element in education means reasserting the importance of classroom dialogue, of face-to-face mentorship, and of learning environments where intellectual curiosity is not only encouraged but celebrated.
Moreover, our society must broaden its definition of intelligence to include diverse forms of knowledge and expertise.
Academic excellence cannot be confined to the realm of examinations alone.
The arts, the trades, scientific inquiry, and practical skills are all vital components of a thriving society.
Zimbabwe has a rich legacy of craftsmanship, innovation, and creativity that is at risk of being overshadowed by an overemphasis on scores.
By embracing a more holistic view of education, one that values creativity, critical analysis, and hands-on skills as much as it does academic achievement, we can foster a generation that is not only capable of succeeding on paper but is also equipped to solve real-world problems.
The significance of this cultural reset cannot be overstated.
Educational reform is not merely an academic exercise; it is a matter that touches every aspect of our society.
Our future leaders, innovators, and everyday citizens are shaped during their formative years in school.
By prioritising digital shortcuts and AI-assisted learning, we are effectively producing graduates who excel in following patterns but struggle with independent, forward-thinking problem-solving.
It is a short-sighted approach that serves no one in the long run.
If every student is a topper, then who are we really honouring?
Not effort, not curiosity, nor true academic excellence.
Instead, we are rewarding a system that prizes high marks above all else, a system rigged by AI shortcuts and exam hacks that leaves little room for the messy, rewarding process of genuine learning.
The danger is not that students are failing to memorise information; rather, it is that they are failing to learn how to learn, failing to develop the resilience and creativity that come from engaging with difficult and complex ideas.
There is, however, hope.
The first step is for educators, policymakers, and society as a whole to acknowledge that the current model is unsustainable.
We must recognise that technology, while a powerful force for innovation, should never come at the expense of critical thought and holistic education.
The overreliance on AI in our classrooms has, in many ways, turned education into a performance rather than a journey of discovery.
We need to restore balance by ensuring that technology is used as an aid, a tool that supports traditional learning rather than replaces it entirely.
Returning to traditional educational models does not mean rejecting progress.
On the contrary, it means harnessing the best of both worlds. We must integrate digital tools thoughtfully, using them to enhance, not short-circuit, students’ intellectual growth.
For instance, AI can be used to personalise learning experiences and identify gaps in understanding, but it should be complemented by activities that promote debate, critical analysis, and creative problem-solving.
The goal should be to develop well-rounded individuals who are not only proficient in test-taking but are also equipped with the analytical and practical skills essential for success in an increasingly complex world.
The call to action is clear: we need a cultural and systemic reset.
Zimbabwe’s education system must shift from an obsession with numerical perfection towards a more meaningful measure of success, one that recognises the value of effort, resilience, and the capacity to think deeply and critically.
We owe it to ourselves, our children, and our society to reclaim the essence of learning before it is irretrievably lost.
Education is meant to empower, not to confine students within rigid parameters defined by two-digit scores.
By nurturing a generation of thinkers rather than mere regurgitators, we can ensure that Zimbabwe takes pride not just in its exam results, but in the innovative and resilient spirit of its people.
As the pressure to score perfect marks continues to mount, it is imperative that we question whether our current trajectory truly serves the long-term interests of our nation.
The question remains: if every student becomes a ‘topper’, then who are we really honouring?
In this critical juncture, it is the responsibility of educators, parents, and policymakers to champion learning that goes beyond the superficial.
It is high time we advocated for assessments that reward original thought, design curricula that celebrate intellectual risk-taking, and create environments where critical thinking is not an afterthought but the cornerstone of education.
Only then can we prepare our children for a future that demands more than just the ability to recall information, it demands the courage to question, the resilience to innovate, and the humility to learn from every experience.
The challenge before us is formidable, but the stakes have never been higher.
In an era dominated by artificial intelligence and digital shortcuts, we must reaffirm our commitment to traditional educational values that emphasise critical thinking, dialogue, and the joy of genuine discovery.
If we do not act now, we risk not only diluting the quality of education but also undermining the very foundations upon which our society stands.
Let us remember that the value of learning is not measured in percentages alone but in the unquantifiable qualities of curiosity, perseverance, and intellectual integrity.
Zimbabwe’s future depends on our ability to cultivate these attributes and to forge an educational pathway that prepares our young people for a world where they can think independently, act responsibly, and contribute innovatively.
It is time to reclaim the essence of learning, to restore balance between tradition and innovation, and to ensure that our education system not only produces high scores on paper but, more importantly, nurtures critical, creative, and compassionate minds.
In the end, the true measure of excellence lies not in two-digit numbers on a results sheet but in the transformative power of education to empower lives, to open hearts and minds, and to spark a lifelong passion for discovery.
Let us come together to celebrate genuine learning, support our educators, and remind ourselves that the future is built not on AI shortcuts but on the timeless, enduring pursuit of knowledge.
If you have specific areas that you need to be addressed in the area of Artificial Intelligence (AI), contact the editors or email the author directly, and the issue will be addressed in the following week’s column.
Dr Evans Sagomba is a Doctor of Philosophy and Chartered Marketer (CMktr, FCIM) with an MPhil and PhD. He specialises in AI, Ethics, and Policy Research, and is an AI Governance and Policy Consultant. His expertise extends to Ethics of War and Peace and Political Philosophy. Contact: [email protected], Social media handles; LinkedIn; @ Dr. Evans Sagomba (MSc Marketing)(FCIM )(MPhil) (PhD), X: @esagomba.
