Keyword: critical pedagogy

ABSTRACT: This qualitative study investigates the use of educational technology (EdTech) to reach marginalized populations through non-formal education (NFE) in Zimbabwe. Grounded in Paulo Freire's Critical Pedagogy and employing an interpretive research philosophy, the study collected data from 50 educators using open-ended questionnaires distributed in November 2025. Thematic analysis of responses reveals four key findings. First, the digital divide is fundamentally economic and infrastructural: high data costs and unreliable electricity are critical barriers, necessitating investment in solar-powered community centers and school-based access points. Second, pedagogical relevance requires radical localization—incorporating indigenous languages, real-life examples, and practical, skills-based subjects delivered through low-bandwidth platforms such as WhatsApp and SMS/USSD. Third, sustainability depends on community ownership: projects must transition from foreign funding dependency to locally governed models, with trained community facilitators and traditional leaders ensuring ethical accountability. Fourth, inclusivity demands universal design principles that leverage built-in accessibility features for learners with disabilities, alongside robust data protection frameworks to safeguard against exploitation. The study theorizes a "Freirean EdTech" that positions technology not as a neutral tool but as a site of emancipatory practice, where success is measured by a project's ability to foster critical consciousness, economic agency, and collective self-determination. Implications for policy include regulatory interventions to lower data costs, curriculum reforms prioritizing localization, and governance frameworks that embed community oversight. The study concludes that sustainable EdTech in NFE requires moving beyond technological determinism toward socially embedded, ethically governed, and culturally responsive approaches.