History Teachers’ Facilitation of Form 3 Radio Lessons in Peri-Urban Secondary Schools: A Case Study of Seke District, Zimbabwe

This study examined how History teachers in peri-urban secondary schools in Seke District, Zimbabwe facilitate Form 3 radio lessons, with the aim of identifying the facilitation practices employed and evaluating their effectiveness in supporting quality curriculum implementation. Set against the backdrop of Zimbabwe's Competency- Based Curriculum reform and the continued use of radio as a primary instructional medium in under-resourced school contexts, the research adopted a qualitative case study design to explore teachers' actions before, during, and after radio broadcasts and the extent to which these actions promoted active, learner-centred engagement with the curriculum. The findings revealed that while radio lessons represent a significant and accessible pedagogical resource, their educational impact is substantially determined by the quality of teacher facilitation rather than the broadcast content alone. Drawing on constructivist learning theory and the principles of active mediation, the study developed and proposed the Blended Facilitation Model a structured Before-During- After framework designed to guide History teachers in transforming passive radio consumption into meaningful, curriculum-aligned learning experiences. The study contributes to the growing body of literature on low-technology pedagogy in under- resourced African school contexts and offers practical, evidence-based recommendations for teacher professional development and curriculum policy in Zimbabwe.