Exploring the Critical Role of Research and Innovation in Transforming Higher Education in Eswatini

The purpose of this study was to explore the influence of research and innovation on higher education in Eswatini, with a focus on the perspectives and experiences of key stakeholders. The study used a qualitative approach with narrative inquiry as the research design to analyse the social constructions of research and innovation in three higher education institutions. A purposive sample of 48 individuals was selected, consisting of 18 students, 12 administrators, and 18 lecturers. Data was collected through focus group discussions and semi-structured interviews, which produced rich, contextual narratives. The findings indicate that stakeholders see research and innovation as critical to institutional credibility, global relevance, and societal impact, but systemic challenges such as limited financing, institutional support, and policy gaps impede progress. The social constructionist framework highlighted how perceptions are influenced by social interactions, institutional norms, and external discourses. Based on these findings, recommendations include adopting clear policies to integrate research and innovation into institutional culture, increasing the allocation of funds, expanding industry collaborations, and promoting research-focused courses and extracurricular activities for students. Enhancing support and awareness could change perceptions, boosting research participation and innovation in Eswatini's higher education. This study highlights how perceptions influence research practices and institutional growth.