Role of Spiritual Accompaniment in Promoting the Holistic Development of Students in Higher Education in Zimbabwe: A Qualitative Analysis

Abstract

This study is about the holistic development of students in the face of complex behavioural challenges that are emerging in higher education contexts. While acknowledging the feasibility of other approaches, this study analyses the role of spiritual accompaniment (SA) in promoting the holistic development of students. Whereas the study used the lens of the student development theory, multidisciplinary concepts encompassing psychology and religion, were imbued to discern how spiritual accompaniment can be employed as a supportive and transformative practice to influence students' personal growth, well-being, and academic success. The study collected qualitative data from 30 students who were enrolled in 5 universities in 3 Provinces of Zimbabwe. Their captivating experiences in higher education illumined the challenges they faced and the utility of spiritual accompaniment in mitigating some of the problems and promoting the students’ holistic development. The findings shed light on the intricate and subjective role of spiritual accompaniment in fostering the holistic development of students in the context of higher education in Zimbabwe. The study contributes to the existing literature on student development and provides insights for educators, counsellors, and policymakers among other stakeholders.