“Impact of the Cambridge Digital Examinations on Global Education: The Case of Private Schools in Harare, Zimbabweâ€

This study explores the feasibility and impact of Cambridge Digital Examinations in the Zimbabwean context, focusing on five private schools in Harare as a microcosm of global education’s shift towards digital assessment. The findings reveal a blend of optimism and concern among stakeholders. While students’ express confidence in the viability of digital examinations due to their familiarity with technology and its integration in education, teachers and administrators highlight significant challenges. These include infrastructural inadequacies, limited ICT resources, and insufficient training in digital tools, all of which could hinder effective implementation. The study underscores the importance of addressing disparities in internet access, device availability, and digital literacy to prevent further exacerbation of the digital divide. It also examines the role of academic integrity in maintaining exam credibility, emphasizing the need for robust anti-cheating mechanisms. Stakeholder feedback identifies a need for greater investment in ICT infrastructure, expanded technical support, and professional development for educators. Despite these barriers, the research highlights the long-term cost-effectiveness and logistical efficiency of digital exams, as well as their potential to enhance student digital skills. By evaluating technical, pedagogical, and policy dimensions, this study provides actionable recommendations to enable equitable, secure, and sustainable adoption of Cambridge Digital Examinations, offering valuable insights into their role in shaping the future of global education