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Data were gathered through structured interviews and focus group discussions with students, educators, parents, and clergy, with the aim of identifying both the barriers that impede meaningful dialogue and the conditions that enable it.\r\nThe findings reveal that while synodal principles enjoy broad theological affirmation, their implementation in Zimbabwean Catholic schools remains uneven and constrained by hierarchical cultures, limited structures for student participation, and inadequate formation in synodal praxis. 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