Problematising the Hyper-Inflationary Context and Teachers in Zimbabwean Schools: A Scoping Review. International Journal of Religion, [S. l.], v. 6, n. 1, p. 182–189, 2025. DOI: 10.61707/g3c11530. Disponível em: https://ijor.co.uk/ijor/article/view/8624.. Acesso em: 2 may. 2026.