Enhancing Students Wellness and Mental Health in ODeL Environments: A Framework for Student Success in Zimbabwe

Abstract

As ODeL expands in Zimbabwe, ensuring the mental health and wellness of students is a strategic necessity. This study explored the status of Final-year Bachelor of Educational Management students’ wellness and mental health support services at ZOU, aiming to develop a contextualized framework for promoting student success in ODeL settings. A qualitative research approach using a multiple case study design was employed. Data were collected through semi-structured interviews and focus group discussions involving students, lecturers, and Student Affairs staff across three ZOU regional campuses. Participants were selected using homogenous purposive sampling to ensure inclusion of individuals with direct experience in supporting student wellness. The sample comprised ten lecturers, four Student Affairs staff, and sixteen students. Data were analysed thematically to identify patterns, gaps, and opportunities in existing support systems. Findings revealed that, although ZOU provides counselling, peer support, and financial assistance initiatives, significant systemic and policy gaps persist, and institutional coordination is limited. Students continued to face stressors related to financial pressures, role conflicts, and limited digital access, contributing to burnout, demotivation, and attrition. The study concluded that the absence of a dedicated mental health and wellness policy results in fragmented service provision, relying on individual initiative rather than structured institutional frameworks. The study proposed a holistic, context-specific framework that integrated virtual counselling platforms, peer wellness ambassadors, mental health awareness campaigns, and partnerships with registered external service providers. In addition, it recommended institutional policy reforms to prioritize learner wellness as a core component of quality assurance in ODeL programmes.