Valuation of the Use of Computer Aided Design (CAD) Applications in the Teaching and Learning of Practical Subjects: A Case Study of Private Schools in Mashonaland East, Zimbabwe

This qualitative study evaluates the use of computer-aided design (CAD) applications in the teaching and learning of practical subjects within private schools in Mashonaland East, Zimbabwe. The research was motivated by the growing need for innovative teaching methods to enhance educational outcomes in practical disciplines. The study involved six educators and six learners from selected private schools, who were purposefully chosen to provide insights into the integration of CAD technologies in their curricula. Data was gathered through semi-structured interviews, document analysis, and observations of classroom practices. The theoretical framework was grounded in constructivist principles, emphasizing the role of technology in facilitating active learning. Findings indicate that while CAD applications enhance student engagement and understanding, educators face challenges including insufficient training in software use, limited access to resources, and a lack of institutional support for technology integration. The study recommends the establishment of targeted training programs for teachers, increased investment in technological resources, and collaboration among schools to share best practices, thereby maximizing the benefits of CAD in practical subject instruction.