Dr. Chris Chimwayange is a Lecturer in Design and Technology Education with UniSA Education Futures and an Associate member of both CRESI and C3L. He graduated with a PhD degree in Education from Massey University in New Zealand where he also worked as a Research Assistant in various collaborative projects including “Making Sense of learning at secondary school” and “Making a difference in learning”. In his current research thrust, he investigates schooling and classrooms as contested spaces that tend to marginalize students from disadvantaged diverse home and schooling backgrounds. This social justice focus draws on ‘doing schooling differently' to the underserved communities thereby addressing a growing... Read more
About me
Dr. Chris Chimwayange is a Lecturer in Design and Technology Education with UniSA Education Futures and an Associate member of both CRESI and C3L. He graduated with a PhD degree in Education from Massey University in New Zealand where he also worked as a Research Assistant in various collaborative projects including “Making Sense of learning at secondary school” and “Making a difference in learning”. In his current research thrust, he investigates schooling and classrooms as contested spaces that tend to marginalize students from disadvantaged diverse home and schooling backgrounds. This social justice focus draws on ‘doing schooling differently' to the underserved communities thereby addressing a growing chasm in students’ pursuit of industry-related careers between the privileged and underserved communities. Critical to this ‘doing schooling differently’ is the assumption that school responses to issues pertaining to underserved communities significantly impacts their future success. Working with selected school industry partners to build Communities of Mutual Practice and Benefit, Chris’ transdisciplinary research addresses skill gaps in critical industry-focussed education, ensuring equitable access for students to pursue fulfilling industry-related careers.
About me
Australiasian Society for Computers in Learning in Tertiary Education (ASCILITE)
About me
Doctor of Philosophy in Education Massey University
Master of Education with Honours Murdoch University
Bachelor of Education Massey University
Bachelor of Education University of Zimbabwe
High School Design and Technology teacher (17 years in Zimbabwean schools)
High School Design and Technology teacher (7 years in New Zealand schools)
High School Design and Technology teacher (7 and a half years in Australian schools)
Lecturer in Design and Technology -University of South Australia since July 2022
Chimwayange, C. (2025). Unpacking the concept of ‘Vene’ and ‘Chinhu chedu’ in the ‘Second Republic’ and implications for inclusive politics and development in Zimbabwe. Journal of Asian and African Studies. https://doi.org/10.1177/00219096251324555
Chimwayange, C. (2024), 'Promoting student engagement using project based learning as service-based skills development', International Journal of Technology and Design Education, online, pp. 1-18.
https://unisa.edu.au/media-centre/Releases/2025/problem-based-learning-helps-students-stay-in-school/
Scienmag, Science Daily and PhysOrg. Research featured in The Nation
Research
Excludes commercial-in-confidence projects.
Chimwayange, C. (2011). Seventeen life decisions. Xlibris. Illinois.
Chimwayange, C. (1994). Metalwork: theory, drawing and design. College Press, Harare.
Research
Research outputs for the last seven years are shown below. Some long-standing staff members may have older outputs included. To see earlier years visit ORCID
Open access indicates that an output is open access.
| Year | Output |
|---|---|
| 2025 |
Open access
|
| 2024 |
|
Kane, R. G. & Chimwayange, C. (2014). Teacher action research and student voice: making sense of learning in secondary schools. Action Research. Vol. 12(1) Sage Publications. 52-77.
Kane, R., Maw, N. & Chimwayange, C. (April, 2006). Making sense of learning at secondary school: An exploration by teachers with students”. A final report to the New Zealand Council of Educational Research (NZCER), January, 2006 (78 pages).
Chimwayange, C. & Davies, J. R. (2004). Girls’ decision processes for participation in design and technology subjects in Zimbabwe’s secondary schools. In E.W.L. Norman D. Spendlove, P. Groover & A. Mitchell (Eds.) Creativity and Innovation, (pp. 15-20). Design and Technology Association (DATA). Wellesbourne: Warwickshire. (6 pages).
Research
Chimwayange, C. (2025). Unpacking the concept of ‘Vene’ and ‘Chinhu chedu’ in the ‘Second Republic’ and implications for inclusive politics and development in Zimbabwe. Journal of Asian and African Studies. https://doi.org/10.1177/00219096251324555
Chimwayange, C. (2024), 'Promoting student engagement using project based learning as service-based skills development', International Journal of Technology and Design Education, online, pp. 1-18.
https://unisa.edu.au/media-centre/Releases/2025/problem-based-learning-helps-students-stay-in-school/
Scienmag, Science Daily and PhysOrg. Research featured in The Nation
Teaching & Learning
UniSA Tackles Student Disengagement Through Innovative Project-Based Learning Approach
In a pioneering effort to combat student disengagement, UniSA Education Future's Dr Chris Chimwayange and team have successfully implemented a cutting-edge Project-based Learning that as Service-Based Skills Development (PBL-SBSD) approach. This approach has yielded remarkable results, reigniting the passion for learning among a group of previously disengaged Year 13 students in New Zealand. Dr Chimwayange highlights a concerning trend, "Up to 20% of Australian and 25-30% of New Zealand students struggle with disengagement from school and learning." This can be attributed to various factors, including irrelevant coursework and a lack of connection to real-world applications.
The study, conducted in a low-decile school situated in a low socio-economic area, focused on a selected group of students who lacked motivation and exhibited low learning abilities. By introducing a six-stage cyclical model that integrated PBL-SBSD, the project team aimed to address persistent challenges faced by Design and Technology (D&T) educators, such as motivating disengaged students and effectively guiding them through design projects. The motivation for students is to meet their curriculum needs while solving a specific client driven need or problem that has intrinsic meaning and bearing to their community. "We sought to create an environment that empowered learners through decision-making and service to the community," explained Dr Chimwayange. "By giving students choice and autonomy, we enhanced their sense of confidence, ownership, and control over their learning process."
The project tasked students with designing and constructing playground equipment for a sister school, providing a tangible, real-world problem with intrinsic meaning for the community. Through this approach, students learned to set achievable goals for their project, conducted market research to understand existing solutions and identify potential needs, and explored a wide range of design options to arrive at the best possible solution for the community. Student testimonials highlight the project's impact. One participant shared, "It's been quite scary at times to approach City Council Engineers, school Principals, and Ministry of Education officials in their offices to seek information. We, however, gradually got used to it." Another expressed appreciation for the collaborative nature, stating, "I like this method of learning because we are allowed to make mistakes as we creatively engage the problem. I can freely give suggestions on a topic without pressure of being judged."
The project's success extended beyond academic achievement, as students developed a sense of belonging and citizenship. "I just find joy in that we are serving our community through this collaborative process as we are also doing parts of our school courses," remarked a participant. "The PBL-SBSD model promotes student collaboration in solving tasks and develops teamwork and leadership," noted Dr Chimwayange. "Students develop critical thinking, look at problems from different angles, and cultivate curiosity and the habit of asking questions and evaluating issues." Remarkably, all 12 students who had previously disengaged from learning participated and successfully completed their Year 13 coursework. While acknowledging the potential limitations of small sample sizes, Dr Chimwayange and his team are excited about refining and expanding the PBL-SBSD approach to manage larger classroom groups without compromising the facilitation and guidance role of educators.
Professor Joanne Cys Provost & Chief Academic Officer Chancellery and Council Services (CHA) Chancellery (CHY)
External engagement & recognition
Teaching & student supervision