Experiences of history teachers in implementing a Heritage-Based Curriculum in Zimbabwean secondary schools

This study explored the experiences of History teachers in implementing the Heritage-Based Curriculum (HBC) in Zimbabwean secondary schools. The HBC was introduced as part of broader curriculum reforms aimed at promoting cultural identity, critical thinking, and national consciousness through heritage-centred learning. While the policy intentions were ambitious, little was known about how history teachers, the central agents of implementation, experienced and enacted the curriculum in their Form 3 classrooms. This study was grounded in the interpretivist paradigm and adopted a qualitative approach to explore the lived experiences of History teachers implementing the Heritage-Based Curriculum. A multiple case study research design was employed to generate data from four purposively selected History teachers, representing a distinct case. Data were collected through semi-structured interviews, document analysis and classroom observations enabling methodological triangulation and enhancing the credibility of the findings. Thematic analysis was conducted, with Michael Fulani’s Triple I theory (Initiation, Implementation and Institutionalisation) providing the analytical lens for illuminating the study and interpreting the findings. The results revealed significant variations in history teachers’ experiences of the HBC philosophy. Some demonstrated partial alignment with the policy vision, while others lacked clarity, reflecting gaps in professional development and conceptualisation of reform policy intentions. At the curriculum implementation level, teachers adopted diverse pedagogical strategies, often constrained by large class sizes, limited resources, and high-stakes examinations. These challenges fostered pragmatic adaptations and, at times, resistance. Conversely, resistance was found to be context-driven rather than attitudinal, rooted in structural barriers rather than unwillingness to embrace reform. At the attained level, teachers’ experiences reflected these uneven practices, with examination performance often prioritised over heritage-based learning outcomes. The study concludes that while the HBC holds potential to transform history education by fostering heritage consciousness and critical skills, its successful implementation remains undermined by systemic and contextual challenges. The findings highlight the need for inclusive professional development, resource provision, assessment reform, and continuous policy monitoring using the Triple I framework. By foregrounding teachers’ voices, this research contributes to the discourse on curriculum reform in Zimbabwe and provides insights for aligning policy aspirations with classroom realities.