Beyond Digital Adoption: Towards a Human-Centred Pedagogy for Zambian Higher Education

The integration of digital technologies into higher education is reshaping pedagogical practices globally, yet many institutions in sub-Saharan Africa adopt these tools without sufficient contextual adaptation. In Zambia, universities face the compounded challenge of limited digital infrastructure, uneven connectivity, and institutional policy frameworks that lag behind the pace of technological change. This study examines how Zambian higher education can advance beyond superficial digital adoption towards a pedagogy that is at once technologically engaged and fundamentally human-centred. Drawing on qualitative survey data collected from 84 university students across multiple institutions between February and April 2025, and employing reflexive thematic analysis, we identify four interconnected themes: enthusiasm for digital tools tempered by anxieties over cognitive dependency; the structural gap between student readiness and institutional guidance; the transformative potential of collaborative and problem-based learning; and the imperative for contextually responsive assessment reform. We propose a three-pillar framework grounded in critical digital literacy, collaborative learning ecosystems, and industry-aligned problem solving. This framework aligns with Zambia’s Eighth National Development Plan and its emerging AI literacy initiatives, offering a replicable model for other resource-constrained higher education contexts in Africa.