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Abstract

This article provides valuable insights into project mentality (PM) as a threat to the sustainability of donor-supported interventions. The article examines factors triggering PM through a case study of a donor-supported reading intervention in Zambia and proposes ways to minimise the impact of PM. The study adopted a qualitative-interpretivist-case study approach, including interviews with 35 key stakeholders (eight head teachers, fifteen teachers, six representatives from donor agencies, and six Ministry of Education officials) and data collection through document analysis and classroom observations. Different attitudes and behaviour, such as stereotyping, alienation, and lack of confidence, ownership, commitment, and interest in donor-driven interventions, contributed to the intervention's poor sustainability. The recommendation arising from this study is to employ appropriate strategies, such as fostering a culture of genuine ownership, confidence, commitment, and interest among aid beneficiaries. PM is a multifaceted phenomenon that requires further research. Overall, the article contributes to understanding the dynamics of the PM within donor-supported interventions, and advocates for the development of strategies to mitigate its effects. ___________________________________________________________________________________________

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