Integrating Artificial Intelligence in STEM Education: Enhancing 21st Century Skills in Zimbabwean Universities
DOI:
https://doi.org/10.70232/jrese.v2i2.16Keywords:
Artificial Intelligence, Enhanced Learning Materials, STEM Education, 21st Century SkillsAbstract
In recent years, integrating Artificial Intelligence (AI) into STEM education has emerged as a critical focal point in Zimbabwean universities, aimed at enhancing essential 21st-century skills among students. As AI continues to exert transformative effects across various sectors, it becomes imperative for students to cultivate the competencies necessary to thrive in an increasingly AI-driven economy. This qualitative study investigates the nuances of AI integration within the STEM educational framework in Zimbabwe, emphasising the potential benefits, prevailing challenges, and strategic methodologies for successful implementation. To gather comprehensive insights, semi-structured interviews were conducted with 30 diverse participants, including students, lecturers, university administrators, and industry experts. Thematic analysis of the data collected unveiled three central themes: the urgent need for AI literacy and skill development, the significance of contextualised learning through industry partnerships, and the existing challenges related to infrastructure and resource limitations. Findings from this study underscore the necessity for a holistic approach toward AI integration in STEM education. It highlights the critical role of curriculum development that encompasses AI technologies, ongoing faculty training to keep lecturers abreast of evolving trends, and collaborative efforts with industry stakeholders to ensure relevant and up-to-date learning experiences. Furthermore, the recommendations derived from this research hold potential implications for educational policy and practice, not only within Zimbabwe but also for other developing nations grappling with similar challenges. By promoting an AI-enhanced educational framework, Zimbabwean universities can better prepare their students to meet the demands of the modern workforce and cultivate a generation equipped with the relevant skills needed for success in the complex landscape of the 21st century.
Metrics
References
Abulibdeh, A., Zaidan, E., & Abulibdeh, R. (2024). Navigating the confluence of artificial intelligence and education for sustainable development in the era of industry 4.0: Challenges, opportunities, and ethical dimensions. Journal of Cleaner Production, 140527. https://doi.org/10.1016/j.jclepro.2023.140527
African Development Bank Group. (2024). Zambia - Support to Science and Technology Education Project. https://mapafrica.afdb.org/en/projects/46002-P-ZM-IA0-005
Ahmad, S. F., Rahmat, M. K., Mubarik, M. S., Alam, M. M., & Hyder, S. I. (2021). Artificial intelligence and its role in education. Sustainability, 13(22), 12902.
Algabri, H. K., Kharade, K., & Kamat, R. (2021). Promise, threats, and personalization in higher education with artificial intelligence. Webology, 18(6).
Ang, S. M. O., & Aragon, M. J. D. (2020). Development of AI-Enhanced Information Technology Program: Preparing Today’s Students in AI Era (No. 4049). EasyChair.
Barakabitze, A. A., William-Andey Lazaro, A., Ainea, N., Mkwizu, M. H., Maziku, H., Matofali, A. X., Iddi, A. & Sanga, C. (2019). Transforming African education systems in science, technology, engineering, and mathematics (STEM) using ICTs: Challenges and opportunities. Education Research International, 2019(1), 6946809.
Bers, M. U. (2018). Coding and computational thinking in early childhood: The impact of ScratchJr in Europe. European Journal of STEM Education, 3(3), 8.18.
Botswana Innovation Hub. (2024). Defining the Future of Innovation. https://www.bih.co.bw/
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), 38.
Chasokela, D. (2024). Exploring the Virtual Frontier: AR and VR for Engineering Skills Development. In R. Siva Subramanian, M. Nalini, & J. Aswini (Eds.), Navigating the Augmented and Virtual Frontiers in Engineering (pp. 62-81). IGI Global. https://doi.org/10.4018/979-8-3693-5613-5.ch004
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264-75278.
Chitate, H. (2016). Science, Technology, Engineering and Mathematics (STEM): A Case Study of Zimbabwe’s Educational Approach to Industrialisation. World Journal of Education, 6(5), 27-35.
De Zan, T. (2022). Mitigating the cyber security skills shortage: The influence of national skills competitions on cyber security interest (Doctoral dissertation, University of Oxford).
Dwivedi, Y. K., Hughes, L., Ismagilova, E., Aarts, G., Coombs, C., Crick, T., ... & Williams, M. D. (2021). Artificial Intelligence (AI): Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. International Journal of Information Management, 57, 101994.
Gambanga, N. (2016). STEM students at public schools in Zimbabwe offered free education. Teckzim. https://www.techzim.co.zw/2016/01/stem-students-public-schools-zimbabwe-offered-free-education/
Goralski, M. A., & Tan, T. K. (2020). Artificial intelligence and sustainable development. The International Journal of Management Education, 18(1), 100330.
Gumport, P. J., & Sporn, B. (1999). Institutional adaptation: Demands for management reform and university administration. In Higher education: Handbook of theory and research (pp. 103-145). Springer Netherlands.
Gweshe, G. T., & Chiware, M. (2023). Gender-inclusive education in science, technology, engineering, and mathematics (STEM) fields in post-independence Zimbabwe. In Economic Inclusion in Post-Independence Africa: An Inclusive Approach to Economic Development (pp. 295-310). Springer Nature Switzerland.
Hemachandran, K., Verma, P., Pareek, P., Arora, N., Rajesh Kumar, K. V., Ahanger, T. A., Pise, A. A. & Ratna, R. (2022). Artificial intelligence: A universal virtual tool to augment tutoring in higher education. Computational Intelligence and Neuroscience, 2022(1), 1410448.
Huang, C., Zhang, Z., Mao, B., & Yao, X. (2022). An overview of artificial intelligence ethics. IEEE Transactions on Artificial Intelligence, 4(4), 799-819.https://doi.org/10.1109/TAI.2022.3194503
Ilori, M. O., & Ajagunna, I. (2020). Re-imagining the future of education in the era of the Fourth Industrial Revolution. Worldwide Hospitality and Tourism Themes, 12(1), 3-12. https://doi.org/10.1108/WHATT-10-2019-0066
Jamro, M. Y., & Jamro, F. A. (2023). AI Matters: Chatbot Integration in Holistic STEM Education.
Jaramillo, J. J., & Chiappe, A. (2024). The AI-driven classroom: A review of 21st-century curriculum trends. Prospects, 1-16.
Kaswan, K. S., Dhatterwal, J. S., & Ojha, R. P. (2024). AI in personalized learning. In Advances in Technological Innovations in Higher Education (pp. 103-117). CRC Press.
Mahboubi, P. (2022). The knowledge gap: Canada faces a shortage in digital and STEM skills (p. 626). CD Howe Institute.
Makridakis, S. (2017). The forthcoming Artificial Intelligence (AI) revolution: Its impact on society and firms. Futures, 90, 46-60.
Means, B., & Neisler, J. (2020). Unmasking inequality: STEM course experience during the COVID-19 pandemic. Digital Promise.
Miailhe, N., & Hodes, C. (2017). Making the AI revolution work for everyone. The Future.
Mousavinasab, E., Zarifsanaiey, N., R. Niakan Kalhori, S., Rakhshan, M., Keikha, L., & Ghazi Saeedi, M. (2021). Intelligent tutoring systems: a systematic review of characteristics, applications, and evaluation methods. Interactive Learning Environments, 29(1), 142-163.
Moyo, J., Watyoka, N., & Chari, F. (2022, November). Challenges in the adoption of artificial intelligence and machine learning in Zimbabwe’s insurance industry. In 2022 1st Zimbabwe Conference of Information and Communication Technologies (ZCICT) (pp. 1-6). IEEE.
Parliamentary Monitoring Group. (2023). Engagement with DSI on postgraduate funding for STEM careers; new technology & innovation that could assist in providing proper sanitation in schools; with Minister. https://pmg.org.za/committee-meeting/37247/
Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development.
Reuben, B., & Kabilan, M. K. (2024). Assessment of University Lecturers’ Readiness to Adopt Artificial Intelligence (AI) Technology in North-East of Nigeria. International Journal of Advanced Research in Education and Society, 6(2), 482-490.
Srinivasa, K. G., Kurni, M., & Saritha, K. (2022). Harnessing the Power of AI to Education. In Learning, teaching, and assessment methods for contemporary learners: pedagogy for the digital generation (pp. 311-342). Springer Nature Singapore.
Vashishth, T. K., Sharma, V., Sharma, K. K., & Kumar, B. (2024). Enhancing Literacy Education in Higher Institutions with AI Opportunities and Challenges. AI-Enhanced Teaching Methods, 198-215. https://doi.org/10.4018/979-8-3693-2728-9.ch009
Webb, M., Davis, N., Bell, T., Katz, Y. J., Reynolds, N., Chambers, D. P., & Syslo, M. M. (2017). Computer Science in K-12 school curricula of the 21st century: Why, what and when? Education and Information Technologies, 22, 445-468.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Doris Chasokela

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.