Transforming Education for Resilience: Leveraging E-Learning and Digital Innovation in Zambia's Competence-Based Curriculum

This study investigates the impact of digital innovation on implementing Zambia's Competency-Based Curriculum (CBC) in primary and secondary education. Using a mixed-methods approach, the research examines how digital technology access, teacher preparedness, infrastructure, and equity influence e-learning integration in CBC. The findings showed that although stakeholders agree that digital tools can foster learner-centered learning, collaboration, and critical thinking, practical implementation is challenged by inadequate infrastructure, limited internet access, and insufficient teacher training, particularly in rural areas. Analysis reveals that teacher competence and proficiency with internet platforms are stronger predictors of successful digital integration than internet access alone. The study concludes that ongoing professional development, equitable online resource access, and alignment of digital tools with CBC goals are crucial for harnessing e-learning's transformative potential in Zambia. It recommends policy reforms focusing on teacher capacity-building, inclusive digital strategies, and integrated monitoring systems to enhance education quality, accountability, and resilience.