“Teachers’ Perceptions and Preparedness for Implementing the new AS & A Level Design and Technology Syllabus by Cambridge Assessment International Education in Zimbabwean Context: Challenges and Opportunities in Adapting to a Technology-Oriented Curriculumâ€

This study explores the perceptions of teachers regarding the newly introduced AS & A Level Design and Technology syllabus by Cambridge Assessment International Education, which will be implemented from 2025-2027 in Zimbabwean Context. The focus is on how teachers, administrators and students, particularly 10 educators (4 Heads of Department [HODs] and 6 classroom teachers),3 School heads and 10 learners, are adapting to the curriculum changes. The research adopted a qualitative research method and data was gathered through interviews and questionnaires. The theoretical framework guiding the research draws on Change Management Theory and Constructivist Learning Theory, both of which provide insights into how educators navigate curriculum reforms and adjust their teaching strategies. The findings reveal both challenges and opportunities that teachers foresee with the new syllabus, including concerns over the diminished role of traditional drawing skills, the increased emphasis on technological skills, and the pressing need for professional development workshops to support teachers. This study offers a nuanced view of the early reactions to the curriculum shift, providing policy suggestions for a smoother transition.