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Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diverse skills and intelligence learners possess. This gap between assessment and the needs of SDG4 presents a conundrum for educators: How can we develop assessment strategies that encompass multiple intelligences and prepare learners for the future while ensuring the delivery of quality education as outlined by SDG4? This paper aims to propose integrated assessment strategies as a solution, examining their effectiveness in assessing multiple intelligences and supporting the future-proofing agenda within quality education.

The study used a qualitative research design. Interviews were held up to saturation point with 60 teachers and students purposively selected from schools in ten provinces across the country. Data from interviews were analysed using thematic network analysis. The data were complemented by documentary analysis from the Ministry of Primary and Secondary Education, Zimbabwe documents which included Curriculum Frameworks and policy documents as well as a systematic literature review.

Results indicated that integrated assessment systems provide an avenue for testing deeper learning and help students acquire competencies needed in the world of work, such as problem-solving and teamwork. However, certain conditions mitigate against the effective implementation of integrated assessment in schools.

This study uses the use of a qualitative research methodology, hence the generalizability of results in other settings may not be possible. The data collected from the research findings was manually coded and analysed. However, coding the data manually allowed the researchers to be fully immersed in the emerging themes enriching the study with additional data. This means that in-depth data engagement was ensured.

The paper concludes that integrated assessment provides authentic assessment which prepares learners for the future. The study recommends that the government should redress the teaching-learning environment in schools for effective implementation of integrated assessment systems so that not only one regime of intelligence is tested and future-proofing of quality is guaranteed.

The research contributes to increasing the motivation to deliver quality education by investing in integrated evaluation systems.

Despite some recent progress, gender inequality remains a persistent problem in science, technology, engineering, mathematics and medicine (STEMM) organisations. This article seeks to better understand resistance to gender equality (GE) in this context with the aim of shedding light on the workplace-based impediments to equality and unlocking remediation opportunities.

The article draws on in-depth interviews with 20 STEMM leaders to examine how they talk about the problem of gender inequality in the organisations they lead. Because resistance is rarely expressed directly, we adopt an in-depth, granular approach to examining what we call STEMM leaders’ “resistance talk” by decoding expressions of GE resistance that may appear, ostensibly, as something else.

We found various ideas, arguments and other discursive practices which function to legitimate or justify the status quo. These are both described by leaders in relation to what they are dealing with in their own organisations and expressed themselves. While similar “legitimating discourses” operate in other gender-segregated workplaces, our findings show how they manifest specifically in STEMM contexts.

Our results provide much-needed granular level evidence of the discursive tactics deployed to legitimate the status quo and obstruct progress toward GE in STEMM. This extends understanding of barriers to GE in STEMM and, importantly, highlights where attention might be directed to both counter resistance and harness potentially changing attitudes to expedite the necessary change required for GE in STEMM.