The understanding of pre-colonial history is very mportant in promoting African identity as it provides a deep insight into the rich and diverse cultural heritage of the whole African continent. By understanding the history of Zimbabwe before colonization people can easily reconnect with their roots, traditions and values that were almost eroded by the European biases. This understanding helps in fostering a sense of pride, unity and resilience among the people of Africa, contributing to the development of a strong collective identity. It also helps in safeguarding unique traditions that define various ethnic groups across Africa and promote a strong sense of belonging amongst individuals to their respective cultural backgrounds. This can be proven through different views from various African historians. These views include, challenging European biases, building resilience ,Decolonizing the mind \preserving cultural heritage, decolonizing the education system as well as challenging European narratives and fostering Pan-Africanism. All these views are aimed to promote, restore and preserve the African identity for the future generations to appreciate and enjoy. Understanding pre-colonial history according to Prof Raftopoulos, (2008) is a crucial aspect of comprehending the societal, political, and cultural dynamics that existed prior to European colonization. He asserts that pre-colonial history provides valuable insights into the ways in which indigenous populations lived, interacted, and governed themselves before external forces disrupted their way of life. Therefore, understanding pre-colonial history, is a means of acknowledging and honoring the heritage of indigenous populations, recognizing the lasting effects of colonization, and working towards a more inclusive and equitable society. Also, Promoting African identity according to Ngugi wa Thiong’o, (1986) involves reclaiming African culture, language, and history in order to counter the effects of colonialism and promote a sense of pride and unity among Africans. Ngugi wa Thiong’o argues that the imposition of European languages and cultures on African societies during the colonial era has resulted in the erasure of traditional African identities and values. Therefore, promoting African identity involves the many processes and initiatives aimed at recognizing, celebrating and preserving the rich cultural historical and social aspects of the African societies, Firstly, understanding of pre-colonial history helps to reclaim the African agency and challenge European biases for example, the notion of Africa as a passive recipient of Western influence. By understanding the achievements ,social structures and political systems of the pre-colonial states Zimbabwean history highlights the vibrantcivilization ,successful political systems and good economic network that existed before colonialism. For example, Great Zimbabwe ruins, a UNESCO World Heritage Site demonstrate the architecture prowess of the Shona people. Exploring the history and cultural significance of such sites helps to remove limits on the capabilities of Africans as well as restore their agency. Ranger, (1970-86 ), supports. that the stone structure of Great Zimbabwe, it's complex trade networks and the advanced agricultural techniques all demonstrate that the people who built it were skilled and sophisticated. Chirikure, (2014) also supports that the Great Zimbabwe was a center of power and authority by the shona people, he argues that the site was not a mere outlier in African history but a clear version of ingenuity and resilience of the civilizations that flourished in the region before colonialism. These views aims to reclaim the Zimbabwean history which reflects the indigenous Zimbabweans as skilled and sophisticated thereby promoting their identity. Secondly, the understanding of pre-colonial history builds resilience and resistance amongst Africans. According to Ranger, (1999) in his book "Voices from the rocks " he used archeological evidence and oral history to highlight on how the Ndebele who inhabited the Matopos Hills in Zimbabwe were able to maintain their cultural identity and resisted colonialism in the 19th century through various strategies. He argues that they were able to hold on tightly to their own culture and beliefs and they even managed to take some territory from the British ,they also succeeded to resist the British efforts to convert them to Christianity Instead, they even find ways to incorporate some aspects of Christianity into their own religious practices to perfect them even under the face of the British colonialism. These statements helps in motivating the young generation of today to stand firm when advocating for their culture as Africans The ndebele's actions against the British promotes African identity by showing that Africans are not as weak like what the Euro-centered historians claim. Also, understanding pre-colonial history helps to decolonize the African minds from the mental colonialism installed in them by their colonizers, by reclaiming and appreciating the African cultural identity and the indigenous languages. Ngugi wa Thiong’o, (1986) argues that colonization has not only resulted in the physical occupation of land and control over resources but has also colonized the minds of the colonised people. Ngugi views language as an important tool to express culture and identity,and that imposing the colonizer's language has truly led to the loss ofindigenous languages and disconnection from cultural roots. One believes that in order for a country to truly be free from colonialism it’s people must also be free from mental colonization that comes along with It. This therefore means breaking free from the idea that the European culture is superior while the African culture is inferior and demonic as well as rejecting the idea that english is the only superior language and that the level of knowledge and civilization is measured by the way ‘one speaks the english language. Also, by claiming and valuing the indigenous languages Africans can Decolonize their minds and take control of their own future thus promoting their African identity. In addition, understanding pre-colonial history helps a lot in the preservation of Africa's cultural heritage It provides insights into the rich cultural heritage of Africa before the colonizers came to disturb the societal structures. As Zimbabweans, studying traditions, customs, languages and beliefs that existed before colonialism, Zimbabweans can reconnect with their roots and preserve their unique cultural identities. Ndoro, (2002) is of the view that studying the history of Zimbabwe before colonialism, Zimbabweans can gain better understanding of their own culture and values which therefore brings a sense of pride and self-worth. Basing on his argument ,he believes that this can help preventing culture loss and promote a positive national identity. He suggests that preservation of cultural heritage can take many forms, including increased public awareness, community involvement, and government support for cultural heritage preservation. He stresses the significance of education and outreach programs to foster an appreciation for Zimbabwean cultural heritage among locals and visitors alike. Ndoro believes that individuals will be more motivated to protect and maintain their cultural heritage once they get to understand it, for instance, the Great Zimbabwe state flourished from around 11th century up to the mid 15th century AD. This clearly shows how Africans were able to manage and govern their huge kingdoms for decades without the assistance of the Europeans. By advocating for greater awareness, community involvement, government support, and enforcement of regulations, one believes that the country's rich history and identity can be safeguarded for the future generations to appreciate and enjoy. Moreover, the understanding of pre-colonial history helps in the decolonising of Zimbabwe's education system. Zimbabwe's education system needs a critical reevaluation of the colonial legacy and the development of a more inclusive andempowering system that reflects the aspirations and values of the Zimbabwean people. Raftopoulos, (2006) argues that the education system in Zimbabwe has been deeply influenced by colonial ideologies and structures that have perpetuated inequalities and marginalization of certain groups in society. He advocates for a decolonised education system that prioritizes the empowerment of all citizens, especially those who have historically been marginalized. He emphasizes the need to challenge the dominance of Western knowledge and perspectives in the curriculum and teaching methods. He argues for the incorporation of indigenous knowledge systems and local languages into the education system to ensure that students are able to engage with their own cultural heritage and perspectives.Decolonised education fosters critical thinking and a spirit of inquiry among students, rather than rote memorization and uncritical acceptance of knowledge.One believes that a decolonised education system should encourage students to question existing power structures and social inequalities, and to work towards creating a more just and equitable society. The main goal on the decolonising of Zimbabwe's education system is the need for a radical overhaul of the existing educational structures and ideologies to create a more inclusive, empowering, and critical system that reflects the values and aspirations of the Zimbabwean people hence promoting their identity. Eduction 5.0 is one of the most relevant examples of the efforts of the government of Zimbabwe and the ministry of Education in decolonising education through the implementation of heritage based education as well as making the history of Zimbabwe a compulsory subject in secondary schools. Furthermore, understanding pre-colonial history helps in challenging colonial narratives and fostering Pan-Africanism, during the colonial period Europeans portrayed Africa as a dark continent filled with primitive and uncivilized people .They ignored sophisticated empires, the trans-Saharant trade networks and technological innovations that flourished for centuries before their interference Diop, (1989) advocates for the importance of acknowledging and celebrating the rich cultural heritage of the African continent. Diop emphasizes the need for Africans to take pride in their history, traditions, and customs, and to resist the erasure of their identity through colonialism and globalization He argues that promoting African identity requires a reclaiming of the continent's history from a Eurocentric perspective, which has often portrayed Africa as backward and uncivilized. He highlights the achievements of ancient African civilizations such as Egypt, Mali, and Ethiopia, which were sophisticated in fields such as architecture, art, mathematics, and governance. By recognizing and celebrating these accomplishments, Africanscan build a sense of pride in their heritage and counteract the negative stereotypes perpetuated by Western narratives. Promoting African identity involves reclaiming and celebrating the continent's rich cultural heritage, dispelling negative stereotypes, and preserving traditional languages and customs. By doing so, Africans can build a strong sense of pride and unity in their shared history and heritage, such history shows the common African identity and experiences that can encourage present day Africans to cooperate politically,economically and socially for their mutual benefit. In conclusion, different African historians and scholars also supports that the understanding of pre-colonial history promotes African identity in many ways. These ways includes through reclaiming the African agency and challenging the european biases, building resilience and resistance amongst African citizens, decolonising the African minds, preservation of African cultural heritage, decolonising the education system as well as a challenging colonial narratives and fostering Pan-Africanism. By following these views from various African scholars one can clearly understand the Positive impact of pre-colonial history in promoting African identity.REFERENCES Chirikure, S. (2014). The near-colossus of Mapungubwe and Great Zimbabwe: A critical comparison of two southern African polities. Azania: Archaeological Research in Africa, 49(3), 271-289. Diop, C. (1989). The African Origin of Civilization: Myth or Reality. Lawrence Hill Books. Ndoro, W. (2002). Preventive conservation and the cultural heritage of Zimbabwe. Journal of Cultural Heritage, 3(2), 139-146. Ngugi wa Thiong'o, (1986). Decolonizing the Mind: The P% African Literature. ics of Language in Raftopoulos, B. (2008). Understanding pre-colonial history: Insights from southern Africa. Journal of African History, 49(2), 189-204. Raftopoulos, B. (2009). Reclaiming the African pre-colonial past from the colonial narrative: Restoring historical links between past and present. Journal of African History, 50(3), 467-485 Ranger, T. (1970). The Historical Significance of the Great Zimbabwe. Nairobi: British Institute in Eastern Africa, 1-26 .Ranger, T. (1999). Voices from the Rocks: Nature, Culture and History in the Matopos Hills of Zimbabwe. Indiana University Press.