Kwame Nkrumah University Multi-Disciplinary Journal - Zambia

TRANSFORMATION THROUGH LOW-COST ASSISTIVE TECHNOLOGIES FOR COMMUNICATION AND LITERACY DEVELOPMENT IN LEARNERS WITH AUTISM SPECTRUM DISORDERS(ASD)

2026-05-14T19:05:54+00:00

Learners have the fundamental right to access education regardless of the condition one have, and this extends to the use of ICT tools. This study explored inclusive digital transformation through the use of low-cost assistive technologies to support literacy development among learners with Autism Spectrum Disorder (ASD) in selected mainstream primary schools in Kabwe District, Zambia. An intrinsic case study design was employed, involving 18 participants comprising teachers instructing learners with ASD, special education coordinators, and school administrators. Data were collected through structured semi-interview schedules and document analysis, and analysed using thematic analysis. Findings revealed limited but emerging availability of digital assistive technologies, largely dependent on teacher initiative rather than institutionalised procurement systems. Teachers demonstrated positive acceptance of digital tools, particularly where perceived usefulness and ease of use were evident, although formal training remained inadequate. Commonly used free applications included Cardtalk, let me talk, Cboard, and Jellow, which supported communication and literacy development. The study further established that low-cost digital applications contributed to improved word recognition, enhanced reading engagement, and increased learner independence during literacy activities. The findings underscore the need for structured professional development, dedicated budgeting, and targeted policy alignment to sustain inclusive digital transformation in resource-constrained educational settings.

POLICY IMPLEMENTATION AND GOVERNANCE CHALLENGES IN OPEN AND DISTANCE LEARNING: A CASE STUDY OF KWAME NKRUMAH UNIVERSITY, ZAMBIA

2026-05-14T01:09:28+00:00

This study examines how governance dynamics and policy implementation processes shape the delivery and outcomes of Open and Distance Learning (ODL) at Kwame Nkrumah University, Zambia. Although ODL has been institutionalised as a strategy for expanding access to higher education, fluctuations in enrolment and persistent operational challenges suggest underlying governance and implementation inefficiencies. The study addresses the inadequacy of policy implementation and governance mechanisms in supporting effective ODL delivery, resulting in a gap between policy intent and practice that undermines programme effectiveness and sustainability. Limited empirical evidence on the operationalisation of ODL policy frameworks within dual-mode universities further compounds this challenge. Guided by the interpretivist paradigm and Transactional Distance Theory, the study adopts a qualitative case study design involving 30 purposively selected participants, including students, graduates, lecturers, and ODL administrators. Data were generated through semi-structured interviews and document analysis and analysed using inductive thematic analysis. Findings reveal that while ODL improves access and flexibility, its effectiveness is constrained by weak policy implementation, inadequate learner support systems, limited institutional autonomy, insufficient learning materials, and resource constraints. Governance fragmentation and inconsistencies between policy intent and practice negatively affect programme quality and sustainability. The study contributes to the limited scholarship on ODL governance in Zambia by providing context-specific insights into the relationship between policy frameworks and implementation practices. It recommends improved institutional coordination, investment in digital infrastructure, and strengthened learner support systems to enhance policy operationalisation and programme sustainability

ANTICANCER POTENTIAL OF EUPHORBIA HIRTA PLANT EXTRACT AGAINST BREAST CANCER CELL LINE MCF7

2026-05-14T21:31:29+00:00

Breast Cancer remains the most prevalent malignancy among the women globally, with current various therapies causing significant adverse effects. Although Euphorba Hirta Linn. has been traditionally used by various ailments including tumours, scientific validation of its specific anticancer properties and activities against MCF7 breast cancer cells with appropriate statistical rigor is limited. This study aimed to evaluate the phytochemical compositions, antioxidant activities and invitro anticancer potential of Euphorbia hirta leaf hydroethanolic extract's against MCF7 breast cancer cell lines with statistical analysis of dose response relationships. Dried leaves were extracted through Soxhlet apparatus using ethanol (yield 36.50% w/w). Phytochemicals were identified using standard quality tests. Antioxidant activity was assessed using DPPH and ABTS radical scavenging assays (50 – 250 μg/mL). Cytotoxicity against MCF7 cells was evaluated using MTT assay (10 - 100 μg/mL). One-way ANOVA with post hoc trend analysis was performed. Phytochemical screening revealed alkaloids, flavonoids, steroids, tannins, and carbohydrates while phenols were absent. The extract demonstrated concentration-dependent DPPH scavenging from 16.94% (50 μg/mL) to 73.15% (250 μg/mL), and ABTS scavenging from 26,92% to 45.94% over the same ranges. MTT assay revealed maximum cytotoxixity of 39.51% at 50 μg/mL, with the cell viability of 60.53%. Trend analysis confirmed significant dose dependent activity (p < 0.05). Euphorba Hirta exhibits moderate antioxidant and cytotoxic activity against MCF7 cells, supporting its traditional use. Further isolation of active compounds and invivo studies are recommended.

PEER-ASSISTED LEARNING AS A STRATEGY FOR BUILDING TEAMWORK IN PHYSICS CLASSROOMS

2026-05-14T20:27:01+00:00

This paper reports a focused analysis of one component of a broader mixed-methods study on the teaching of Turning Effect of a Force (TEOF) in selected secondary schools in Kabwe District, Zambia. Specifically, it examines how Peer-Assisted Learning (PAL) influenced learners’ teamwork during physics lessons. Guided by Vygotsky’s social constructivist theory and Topping and Ehly’s PAL framework, the study adopted a concurrent mixed-methods quasi-experimental design with Solomon four-group features. The broader study involved 131 Grade 10 learners from four secondary schools, while this paper draws on questionnaire responses from 65 learners in the experimental classes and focus-group data from 16 participants. Qualitative findings showed that PAL strengthened teamwork mainly through improved communication and coordination during tutorials on TEOF. Learners reported that they explained ideas to one another, divided roles, and worked toward common solutions. Quantitative findings supported this pattern: 93.9% of respondents agreed or strongly agreed that PAL promoted teamwork, and there was no statistically significant difference in perceptions by gender (χ² = 3.581, p = .310; Cramér’s V = .235). The study positions teamwork not merely as a social outcome, but as a pedagogical resource for conceptual learning in physics. The findings suggest that carefully structured PAL can help physics teachers address both subject learning and 21st-century collaborative competencies, with implications for classroom practice, teacher professional development, and curriculum implementation in Zambia.

INITIATION CEREMONIES AND LEARNER OUTCOMES IN RURAL ZAMBIA

2026-05-14T20:26:55+00:00

Initiation ceremonies remain a significant component of indigenous knowledge systems in many African societies, including Zambia. This study examines the influence of initiation ceremonies on learner outcomes in a rural secondary school in Katete District. Guided by the social constructivist paradigm, the study employs a qualitative case study design to explore how cultural practices such as Chinamwali and Nyau shape learners’ attitudes, behaviour, and academic engagement. Data were collected through semi-structured interviews and focus group discussions involving learners, teachers, and community members. The findings reveal that initiation ceremonies function as informal educational systems that transmit cultural values, reinforce gender roles, and shape social identity. Verbatim evidence indicates that while these practices promote discipline and respect, they may also contribute to reduced academic focus and tensions with formal schooling expectations. The study further identifies emerging community adaptations aimed at aligning initiation practices with schooling demands. The article concludes that initiation ceremonies exert both positive and negative influences on learner outcomes, highlighting the need for culturally responsive educational strategies that integrate beneficial traditional practices while mitigating adverse effects

EXAMINING FACTORS INFLUENCING ENVIRONMENTAL SUSTAINABLE ENTREPRENEURIAL INTENTIONS AMONG UNIVERSITY STUDENTS IN ZAMBIA

2026-05-14T00:01:17+00:00

This study examines factors influencing sustainable entrepreneurial intentions (SEI) among Zambian university students using structural equation modelling (SEM) in Jamovi. Grounded in the theory of planned behaviour and regulatory focus theory, it investigates how subjective norms, perceived behavioural control, intrinsic rewards, environmental values, and temporal considerations (immediate and future consequences) shape SEI. Based on a sample of 637 respondents from public universities in Copperbelt, Zambia, results from a deductive, correlational, quantitative research design reveal that attitude towards sustainable entrepreneurship fully mediates the effects of subjective norms and perceived control (VAF=81.7%, 93.5%), while partially mediating other factors (VAF=39.3%, 72.8%). The model demonstrates a strong fit (R²=0.627) and acceptable fit (RMSEA=0.071, SRMR=0.075).Findings highlight contextual differences from Western studies, with immediate economic concerns exerting a stronger influence than long-term sustainability in Zambia's developing context. Practical implications suggest integrating sustainability in entrepreneurship education, policy incentives for green ventures, and financial support mechanisms. The study contributes to SEI literature by validating theoretical frameworks in an under-researched African context while emphasising the need for culturally adapted approaches to sustainable entrepreneurship development

EXAMINING THE DETERMINANTS OF CONSUMER TRUST TOWARDS ELECTRONIC COMMERCE ADOPTION INTENTIONS: EVIDENCE FROM UNIVERSITY STUDENTS IN COPPERBELT, ZAMBIA

2026-05-14T00:24:36+00:00

This study investigates the determinants of consumer trust and its influence on e-commerce adoption intentions in Kitwe, Zambia. Using a quantitative approach, data were collected from 406 university students through structured questionnaires and analysed via Partial Least Squares Structural Equation Modelling (PLS-SEM) in Jamovi. Based on a sample of 406 respondents from public universities in Copperbelt, Zambia, results from a deductive, correlational, quantitative research design indicate that perceived security, internet experience, website quality, and perceived privacy significantly enhance trust towards e-commerce, while perceived risk was not significant. Trust, in turn, positively mediates the relationship between these antecedents and e-commerce adoption, explaining 68.2% of the variance in trust and 59.3% in adoption. The model demonstrates excellent fit (SRMR = 0.041; RMSEA= 0.052) and strong reliability and validity. Practically, the results highlight the importance of secure, user-friendly platforms and improved digital literacy for boosting adoption in Zambia. This study contributes context-specific insights into e-commerce trust and adoption in developing economies.

REGULATORY COMPLIANCE, TRANSPARENCY, AND INSTITUTIONAL SUSTAINABILITY OF MICROFINANCE INSTITUTIONS IN ZAMBIA

2026-05-14T20:57:21+00:00

This paper examines the Microfinance Institutions (MFIs) employees’ perceptions on the effect of regulatory compliance and transparency practices on the institutional sustainability of Microfinance Institutions (MFIs) in Zambia. The research integrates institutional theory, risk governance, and strategic management perspectives to understand how formal and informal governance mechanisms shape long-term organizational resilience. Using a mixed-method approach, quantitative data were obtained from 114 employees of regulated MFIs and analyzed using multiple regression models, while qualitative interviews with 30 stakeholders explored perceptions of regulatory enforcement, transparency, and institutional credibility. Quantitative results revealed a significant positive relationship between regulatory compliance and institutional sustainability (β = 0.437, p < 0.01). Transparency practices, particularly financial disclosure and client protection reporting, also exhibited a strong positive association with institutional reputation and stakeholder confidence (β = 0.391, p < 0.05). Qualitative findings reinforced these results, showing that compliance-driven institutions experience greater legitimacy, reduced operational risk, and improved investor trust. However, excessive compliance costs and regulatory rigidity were cited as barriers for smaller MFIs. The study concludes that sustainable governance in the Zambian microfinance sector depends on balanced regulatory enforcement, strong enough to ensure integrity but flexible enough to support innovation and inclusion. Institutional sustainability thrives where compliance is complemented by internal transparency and leadership accountability. Policy recommendations include integrating social performance metrics into regulatory frameworks, establishing digital transparency systems, and enhancing collaborative supervision between the Bank of Zambia and industry associations.