STEM Education in the Post-Pandemic Learning Space
Digitalization in Africa
Summary
From integrating digital tools, devices, resources, and platforms in remote educational environments to developing inclusive policies that bridge the digital divide, this book considers the complex influences of digitalization on STEM education in Africa. It features case studies, empirical research, and theoretical discussions that emphasize the adaptability of educational contexts in traversing unique times. This book will be an important resource for academics, educators, researchers, policymakers, and practitioners dedicated to embracing the power of digitalization to foster equitable, inclusive, and high-quality STEM education post-COVID-19.
Excerpt
Table Of Contents
- Cover
- Title Page
- Copyright Page
- Table of Contents
- List of Figures
- List of Tables
- Foreword
- Preface
- CHAPTER 1 STEM Education in the Post-Pandemic Learning Space (Jayaluxmi Naidoo and Brantina Chirinda)
- Introduction
- STEM Education in Africa
- Indigenous Knowledge Systems, Digitalization and Other Approaches for STEM Education in Africa
- Bibliography
- CHAPTER 2 Curriculum (Re)Configuration and Transformative Pedagogies for Effective Science, Technology, Engineering, and Mathematics Education in Africa (Crispen Bhukuvhani, Alois Solomon Chiromo, Charles Chikunda, and Locadia Bhukuvhani)
- Africa’s Continental Commitment to STEM Education
- Nature and Characteristics of an Effective STEM Curriculum
- Adoption of Technology-Enhanced STEM Teaching and Learning
- Stage 1: Interactive videos
- Stage 2: Online tutoring
- Stage 3: Virtual laboratory experimentation/workshop practice
- Stage 4: Self-built experimental projects
- Stage 5: Physical laboratory/workshop sessions
- Role and Contribution of Artificial Intelligence in STEM Teaching and Learning in Africa
- Infusing Indigenous Knowledge Systems and Cultural, Intellectual Capital in STEM Education
- Conclusion
- Bibliography
- CHAPTER 3 Digital Transformation in Science, Technology, Engineering, and Mathematics Education in Sub-Saharan Africa (Brantina Chirinda, Eddie M. Mulenga, and Gladys Sunzuma)
- Introduction
- Emergency Remote Teaching and Learning
- Theoretical Framework
- Methodology
- Research method
- Participants
- Research instrument
- Data analysis
- Findings and Discussion
- Performance expectancy
- Effort expectancy
- Social influence
- Facilitating conditions
- Hedonic motivation
- Price value
- Habit
- Conclusion
- Bibliography
- CHAPTER 4 Creating Digitalized and Virtual Spaces in Real-Time Egyptian Post-COVID Mathematics Education Classrooms: Insight from the Higher Education Sector in STEM (Mariam Makramalla)
- Introduction
- Background: Postgraduate Studies in the Egyptian Higher Education Sector
- The Topology of Female Students in Postgraduate Higher Education in Egypt
- Theoretical Framework: The Inclusive Pedagogy
- Research Design
- Rationale for the Study
- Sample
- Data Collection Protocol
- Analytical Framework
- Findings: Patterns Identified as Potential Expansion Points to the Existing Framework
- Findings Pattern 1: Promoting Access and Availability of Resources
- Findings Pattern 2: Increased Utilization of Digital Statistical Tools
- Findings Pattern 3: Empathy-based Approach
- Discussion and Implications
- Bibliography
- CHAPTER 5 Strengths, Challenges, and Implications of Digital Pedagogy for Mathematics Education: Exploring South African Postgraduate Students’ Experiences (Jayaluxmi Naidoo and Rajendran Govender)
- Introduction
- Twenty-First Century Teaching, Learning and Mathematics Education
- Digital Pedagogy, Tools and Platforms
- Theoretical Framing
- Research Methods and Design
- General background
- Participants
- Pilot study
- Main study
- Online workshops
- Online discussion forums
- Data analysis
- Ethical considerations
- Findings and discussion
- Learning time is extended when using digital pedagogy
- The need for preparation workshops for students and lecturers for successful digital pedagogy
- Active collaborative engagement needs to be encouraged when using digital pedagogy
- The importance of access to digital resources, platforms, and tools for success with digital pedagogy
- Conclusion
- Bibliography
- CHAPTER 6 Teachers’ Experiences of Blended Classrooms in Mathematics, Science, and Technology Academic Hubs (Zingiswa Jojo and Puleng Motseki)
- Introduction
- Literature Review
- Technological pedagogical content knowledge framework (TPACK)
- Affordances of e-learning integration
- e-Learning integration barriers
- Research Methods
- Data collection
- Data analysis
- Findings
- Collaboration on ICT-related matters
- Technical support
- Availability of e-learning material
- Availability of ICT infrastructure
- Pedagogical use of ICT resources
- Discussion
- Conclusion
- Bibliography
- CHAPTER 7 Postgraduate Students’ Experiences of Online Teaching of Science, Technology, Engineering, and Mathematics Subjects (Asheena Singh-Pillay)
- Introduction
- Literature Review
- Utilization of technologies in STEM
- Technologies to diminish language dynamics in STEM
- STEM teachers’ experiences on online teaching under COVID conditions
- Theoretical Framework
- Methodology
- Findings and Discussion
- Challenges with online teaching and learning
- Recalibration of teaching
- Opportunities with online teaching
- Translanguaging
- Simulations
- Linking crosscutting concepts
- Conclusion
- Recommendation
- Bibliography
- CHAPTER 8 Infusion of Technology in the Teaching and Learning of Mathematics in a South African University (Neliswa Gqoli)
- Introduction
- Literature Review
- Objectives
- Research questions
- Theoretical Framework
- Methodology
- Research design
- Population for the study
- Sampling
- Data collection instruments
- Data collection procedures
- Data analysis procedures
- Findings
- Integration of technology into the teaching and learning of mathematics
- Sub-theme: little knowledge of computer skills and connection problems
- Sub-theme: shortage of technology resources
- Sub-theme: minimal training on technology
- Discussion of Findings
- Recommendations
- Conclusion
- Limitations
- Bibliography
- CHAPTER 9 STEM Teaching and Learning in Early Childhood Classrooms During and Post the COVID-19 Pandemic in Zimbabwe (Agnes Pakombwele)
- Introduction
- Literature Review
- Teaching Early Childhood Learners During the COVID-19 Pandemic Period
- STEM Teaching in Early Childhood
- Theoretical Framework
- Methodology
- Data collection methods
- Interviews
- Observations
- Data analysis methods
- Findings
- Digital platforms used by ECD teachers during the COVID-19 pandemic lockdown
- Methods of instruction during the COVID-19 lockdown
- Challenges faced by teachers during the COVID-19 pandemic lockdown period
- Lack of parental and administrative support
- Lack of hands-on activities and limited interaction
- Lack of skills to teach STEM during the COVID-19 pandemic lockdown period
- Teaching and learning in the post-COVID-19 lockdown period
- Discussion
- Conclusion
- Bibliography
- CHAPTER 10 STEM Education in the New Normal: Teacher Educators’ Experience on the Use of Digital and Face-to-Face Pedagogy (Esther Kibga and Fredrick Mtenzi)
- Introduction
- Literature Review
- STEM teaching system and its change
- New visions of STEM teaching after COVID-19
- Resilience building in STEM education
- Encourage learner-centered pedagogy
- A blend of digital and face-to-face pedagogy
- Theoretical framework
- Methodology
- Research design
- Research methods and procedures
- Data analysis procedures
- Research Findings
- Experiences drawn from the COVID-19 pandemic
- Preparedness to blend face-to-face and digital pedagogy
- Use of active learner-centered learning
- Discussion
- Limitations of the Study
- Future Directions for Research
- Conclusion
- Acknowledgments
- Bibliography
- CHAPTER 11 Mathematics Teaching During and After Times of Crisis in the African Higher Education Context (Shonisani Agnes Mulovhedzi, Nosisi Nellie Feza, and Tawanda Runhare)
- Introduction and Background
- Literature Review
- Impact of COVID-19 lockdown on the education sector
- Socio-economic influence on digital learning
- Mathematical models for online learning
- Interventions to institutional closures due to COVID-19
- Mode of curriculum delivery during the COVID-19 pandemic
- Teaching and learning of mathematics during the COVID-19 pandemic
- Challenges faced in teaching mathematics during the COVID-19 crisis in higher education
- Designing the mathematics class activities using blended pedagogies for the foundation phase level
- Improvement of teaching mathematics after the COVID-crisis in higher education
- Teaching method used in teaching mathematics during and after the crisis
- Theoretical Framework
- Research Design and Methods
- Ethical Considerations
- Research Findings
- Theme 1: Challenges of teaching mathematics using blended learning and hybrid models
- Theme 2: Assessing student teachers’ learning during and after the pandemic posed unique challenges
- Theme 3: Inadequate teaching resources in mathematics during and after the COVID-19 crisis
- Discussion
- Conclusion
- Acknowledgments
- References
- CHAPTER 12 Summing Up: Digitalization in STEM Education in Post-Pandemic Africa (Brantina Chirinda and Jayaluxmi Naidoo)
- Introduction
- The Purpose and Scope of the Book
- Summary of Key Points
- Final Thoughts and Reflections
- Implications and Future Directions
- Conclusion
- Bibliography
- About the Editors
- Notes on Contributors
List of Figures
Figure 2.1: Five-stage blended teaching and learning strategy for STEM
Figure 2.2: The VALUES model
Figure 3.1: Unified theory of acceptance and use of technology (UTAUT2) framework
Figure 4.1: Egyptian K-12 sector distribution leading to higher education
Figure 4.2: Sample for the study
Figure 4.3: Inclusive pedagogy framework: conceptualization for this study
Figure 4.4: Single-embedded case study design
Figure 4.5: Sampling layout
Figure 4.6: Analytical approach: inductive data coding
Figure 6.1: The technological pedagogical content knowledge (TPACK) framework
Figure 7.1: The components of the TPACK framework
Figure 8.1: The technological pedagogical content knowledge model
Figure 10.1: STEM education and its change
Figure 10.2: Unified theory of acceptance and use of technology (UTAUT) model
Figure 11.1: The improvement of teaching mathematics after a pandemic crisis in higher education
List of Tables
Table 2.1: African Union, Agenda 2063—aspirations, goals, and priority areas
Table 3.1: Zambian teachers’ responses to mathematics teaching during the pandemic era
Table 4.1: Abbreviations of the members of the sample
Table 4.2: Open-ended interview structure
Table 4.3: Example of inductive data coding
Table 5.1: Pseudonyms used for the 22 participants who actively participated in the two discussion forums
Table 6.1: Summary of Grade 9 mathematics performance in sub-Hub A
Table 7.1: Discussion forum questions
Table 7.2: Codes and themes
Table 9.1: Demographic data of participants
Table 10.1: Number of estimated Internet users and percentage
Table 10.2: Number of online radios and TVs
Foreword
The COVID-19 pandemic has catalyzed a profound shift in the landscape of education globally, and nowhere is this more evident than in the fields of Science, Technology, Engineering, and Mathematics (STEM) education across Africa. This transformative period has exposed the vulnerabilities and opportunities inherent in our educational systems, particularly in integrating digital technologies into teaching and learning. The book, “STEM Education in the Post-Pandemic Learning Space: Digitalization in Africa,” comprehensively explores these shifts, presenting cutting-edge research and insightful analyses from various African contexts. Chapter 2, “Curriculum (re)Configuration and Transformative Pedagogies for Effective Science, Technology, Engineering, and Mathematics Education in Africa,” addresses the crucial need for a responsive and dynamic STEM curriculum. The African Union’s Agenda 2063 emphasizes the importance of Science, Technology, and Innovation (STI) in sustainable development. This chapter underscores the necessity of an interdisciplinary, collaborative, and technology-enhanced curriculum that aligns with real-life challenges to advance sustainable development. It also proposes a blended learning model and the integration of Artificial Intelligence as innovative pathways to enhance STEM education in Africa.
In Chapter 3, titled “Digital Transformation in Science, Technology, Engineering, and Mathematics Education in Sub-Saharan Africa,” the authors examine the immediate impact of the COVID-19 pandemic on STEM education in Southern Africa. The sudden shift to remote teaching revealed significant gaps in digital literacy among teachers and the digital divide affecting access to technology. Through qualitative multi-case studies from Zambia, South Africa, Namibia, and Zimbabwe, this chapter explores how these challenges were addressed and the role of digital tools in continuing STEM education during the crisis. The findings highlight the pandemic as a pivotal moment for reimagining STEM education with digital integration at its core. Also, the author of Chapter 4 researches “Creating Digitized and Virtual Spaces in Real-time Egyptian post-COVID Mathematics Education Classrooms: Insight from the Higher Education Sector in STEM,” which offers a nuanced perspective on the inclusivity of online instruction. Explicitly focusing on female postgraduate students with mobility issues, this chapter demonstrates how online education can address inequities and support marginalized groups. The inclusive pedagogy framework used in this study provides valuable lessons for making higher education more accessible and equitable in the post-pandemic era. Chapter 5, “Strengths, Challenges, and Implications of Digital Pedagogy for Mathematics Education: Exploring South African Postgraduate Students’ Experiences,” continues the exploration of digital pedagogy. This chapter utilizes the SAMR model to evaluate the integration of digital tools in mathematics education. The experiences of postgraduate students shed light on the potential and obstacles of digital pedagogy. Key insights include the necessity of preparation workshops and the significance of digital resources and collaborative engagement for effective learning.
Chapter 6, “Teachers’ Experiences of Blended Classrooms in Mathematics, Science, and Technology Academic Hubs,” centers on the Mpumalanga Province in South Africa. The chapter investigates the implementation of blended learning and its impact on teaching practices during and after the pandemic. The findings underscore the significance of collaboration, technical support, and the availability of e-learning materials for successful blended learning environments. Meanwhile, Chapter 7 delved into the “Postgraduate Students’ Experiences of Online Teaching of Science, Technology, Engineering, and Mathematics Subjects” addresses the complexities of teaching STEM subjects online in a linguistically diverse environment. The authors explore the use of ICT for translanguaging and linking crosscutting concepts, which reveals the opportunities and challenges teachers face. This chapter provides practical insights into leveraging ICT to enhance STEM education in developing countries.
Chapter 8, “Infusion of Technology in the Teaching and Learning of Mathematics in a South African University,” focuses on integrating technology in a rural university in the Eastern Cape Province, South Africa. Using the TPACK framework, the study examines lecturers’ challenges and positive attitudes towards technology use. The findings highlight the importance of professional development and infrastructure enhancements to support effective digital learning in rural contexts.
Chapter 9, “STEM Teaching and Learning in Early Childhood Classrooms During and Post the COVID-19 Pandemic in Zimbabwe,” shifts the focus to early childhood education. The study reveals the significant disruptions caused by the pandemic and the subsequent challenges in adapting for teachers and learners. Recommendations include implementing long-term policies and training to better equip educators for future disruptions. Chapter 10 explores the lived experiences of educators in Tanzania in “STEM Education in the New Normal: Teacher Educators’ Experience on the Use of Digital and Face-To-Face Pedagogy.” This chapter emphasizes educators’ readiness to adapt to different learning environments and highlights the importance of regular professional development to enhance digital and face-to-face pedagogy.
Chapter 11, “Mathematics Teaching During and After Times of Crisis in the African Higher Education Context,” investigates how lecturers and student teachers coped with the pandemic. This chapter highlights the importance of blended pedagogies and provides recommendations on structuring mathematics activities in the Foundation Phase to meet the demands of the fourth industrial revolution (4IR). Finally, in Chapter 12, “Summing Up: Digitalization in STEM Education in Post-Pandemic Africa,” the edited book concludes by examining the primary themes presented, summarizing the critical points of each chapter, providing final reflections and thoughts, sharing personal insights and lessons learned, and discuss broader implications of the book.
This book demonstrates the resilience and innovation in African STEM education during unprecedented change. Moving forward, these chapters provide valuable insights and practical recommendations for teachers, policymakers, and researchers committed to advancing STEM education in a post-pandemic world.
Details
- Pages
- XVI, 220
- Publication Year
- 2026
- ISBN (PDF)
- 9783034352406
- ISBN (ePUB)
- 9783034352413
- ISBN (Hardcover)
- 9783034352390
- DOI
- 10.3726/b22671
- Language
- English
- Publication date
- 2026 (January)
- Keywords
- COVID-19 pandemic Digitalisation in Africa Post-pandemic Learning Space Science Technology Engineering Mathematics STEM education STEM education in Africa
- Published
- New York, Berlin, Bruxelles, Chennai, Lausanne, Oxford, 2025. XVI, 220 pp., 15 b/w ill., 12 tables.
- Product Safety
- Peter Lang Group AG
