Through face-to-face interviews with lecturers, this research explored the relevancy of new higher education approaches in Zimbabwe particularly Education 5.0 and virtual learning environments (VLEs). The main finding suggests that the five missions of Education 5.0 are not new in higher education and training in the country. However, they being nigh on greased following the outbreak of the coronavirus disease (COVID 19) is exceptional and unplanned for up take. Education 5.0 charges that turned to be virtually oiled have already been cherished under the auspices of Education 3.0. Thus, lecturers do not perceive it as new. But, only the means and ways upon which it is delivered to learners in the COVID 19 era. The hype around it coming from the ‘Second Republic’ government is factory-made and politically calculated. Besides, it is difficult to underpin the development given the economic problems the country is currently facing. This research also finds out that VLEs are just more than a saga in Zimbabwe since she still lags behind the world order of internet of things. A few of the interviewees were of the view that teaching and learning though virtual means and ways is not different from the old face-to-face model.

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