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p-Index From 2021 - 2026
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All Journal Journal of Computer for Science and Mathematics Learning Journal of Research in Education and Pedagogy
Doris Chasokela
Department of Technical and Engineering Education, National University of Science and Technology, Zimbabwe
Education Mathematics Social Sciences Other

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Role of Technology Integration in the Development of 21st-Century Skills STEM University in Zimbabwe Doris Chasokela
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i1.36

Abstract

Technology use is crucial and fundamentally alters how universities teach and learn in the twenty-first century. The influx of various technologies supports the development of three key 21st-century skills: life and career skills, learning and innovation skills, and information, media, and technology skills. Social constructivism theory serves as the study’s theoretical foundation, emphasizing the importance of collaborative learning environments where students construct knowledge through social interaction. A case study design and a qualitative methodology were employed in the investigation to gain deep insights into the experiences of participants. Those involved in the study included STEM lecturers, faculty technicians, and both first- and final-year undergraduate students; they were chosen using a purposeful sampling procedure to ensure a rich variety of perspectives. Data were collected through in-depth interviews, which provided valuable qualitative insights. The paper explores the 21st-century skills essential for STEM learning, focusing on the implications, competencies, and perceptions of various stakeholders. The study established a pressing need for training in technology integration among faculty. Additionally, there was minimal support from administration and technicians, as well as a lack of adequate resources. Participants expressed the need for ample time to prepare for lessons, highlighting the challenges educators face. Consequently, it is recommended that the implementation of technologies should begin with strong support from administrators and technicians in sourcing necessary resources. Lecturers play a crucial role in preparing students for the modern workplace, and they require continuous training and support from technicians. Furthermore, administrators should foster collaboration with other STEM-offering universities to stay current with rapidly evolving technologies, ensuring a comprehensive approach to education in the digital age. This collaboration can significantly enhance the educational quality and effectiveness of STEM programs.
Harnessing Artificial Intelligence: Transformative Technologies in Contemporary Higher Education Doris Chasokela
Journal of Computers for Science and Mathematics Learning Vol. 2 No. 1 (2025): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jcsml.v2i1.15

Abstract

Artificial Intelligence has rapidly become a transformative force within the contemporary higher education landscape, altering how teaching methodologies, learning experiences, and administrative functions are structured and delivered. The advancement of AI technologies presents opportunities and challenges that institutions must carefully navigate. This study explores the multifaceted perspectives of participants in Science, Technology, Engineering, and Mathematics (STEM) fields, including educators, students, and technical staff, concerning the integration and implications of AI in higher education settings. To gather detailed insights into the lived experiences of these stakeholders, the research employs a qualitative methodology, utilizing in-depth interviews and focus group discussions. This approach allows for a rich collection of perspectives that reveal not only the enthusiasm surrounding AI’s potential to enhance learning outcomes and streamline administrative processes but also the apprehensions tied to its implementation. Participants express varied attitudes toward AI integration, with some embracing its ability to personalise learning experiences, enhance student engagement, and support educators in delivering more effective instruction. Conversely, concerns emerge regarding critical issues such as data privacy, the potential for exacerbating existing inequalities in access to technology, and the necessity of pedagogical adjustments to accommodate AI tools. The findings from this study underscore the complexity of AI’s role in higher education, illustrating the need for a thoughtful and strategic approach to its implementation. As institutions seek to harness the benefits of AI for improved educational outcomes, it becomes increasingly important to address the ethical considerations associated with its use. Recommendations from the study advocate for comprehensive faculty training to ensure educators are well-equipped to utilise AI effectively. Additionally, there is a call for revising curriculum development to incorporate AI technologies meaningfully, alongside fostering collaborative partnerships with industry to bridge the gap between theoretical knowledge and practical application.
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