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All Journal Journal of Research in Environmental and Science Education Journal of Education for Sustainable Development Studies
Doris Chasokela
Department of Technical and Engineering Education and Training, National University of Science and Technology, Zimbabwe
Education Environmental Science Social Sciences Other

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Integrating Artificial Intelligence in STEM Education: Enhancing 21st Century Skills in Zimbabwean Universities Doris Chasokela
Journal of Research in Environmental and Science Education Vol. 2 No. 2 (2025): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v2i2.16

Abstract

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.
Fostering Global Citizenship through ESD in Higher Education: A Study of International Student Mobility and Sustainability Awareness Doris Chasokela
Journal of Education for Sustainable Development Studies Vol. 1 No. 2 (2024): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v1i2.7

Abstract

This study investigates the intricate relationship between international student mobility and sustainability awareness within the context of higher education, emphasizing the role of Education for Sustainable Development (ESD) in fostering global citizenship. By employing a mixed-methods approach, we surveyed 300 international students from 20 different countries and conducted semi-structured interviews with 20 faculty members across 10 universities. Our findings indicate that international student mobility can significantly enhance sustainability awareness but primarily when ESD principles are effectively integrated into academic curricula. Specifically, students who engaged in programs infused with ESD reported a deeper understanding of sustainability issues and a stronger commitment to global citizenship. The study further reveals that faculty development plays a crucial role in promoting ESD within higher education settings, as instructors equipped with enhanced knowledge and skills in sustainability education are better positioned to transform curricula in meaningful ways. Additionally, institutional policies and frameworks are essential to creating an environment conducive to ESD, ensuring that programs prioritize global citizenship alongside academic performance. By drawing connections between mobility, sustainability awareness, and educational practices, this research underscores the necessity for universities to adopt strategic initiatives and collaborative efforts aimed at embedding sustainability into higher education curricula. In conclusion, this study offers valuable insights for policymakers, educators, and institutions, highlighting the imperative to strengthen ESD practices to cultivate a generation of informed global citizens. The implications of our findings aim to inspire actionable steps toward integrating sustainability within higher education, ultimately promoting a more equitable and sustainable future.
Greening the Campus: Strategies for Sustainable Transformation in Higher Education Doris Chasokela
Journal of Education for Sustainable Development Studies Vol. 2 No. 1 (2025): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v2i1.16

Abstract

This article investigates strategies for achieving sustainable transformation within higher education, specifically centered on ‘Greening the Campus.’ As environmental challenges intensify, universities are pivotal in promoting sustainable practices across their operations and educational frameworks. This study highlights successful initiatives implemented by various institutions, particularly within engineering disciplines, showcasing best practices while addressing the challenges faced and the overall effects on campus culture and community engagement. Utilising a mixed research approach, which includes a thorough literature review and case studies of universities recognised for their sustainability efforts, we identify several key strategies. The study is a case study of the electrical and mechanical engineering departments, and 30 students and 10 lecturers were sampled. These include increasing energy efficiency, encouraging sustainable transportation solutions, and infusing sustainability principles into engineering curricula. Findings reveal that institutions prioritizing sustainability not only minimise their ecological footprint but also cultivate a heightened sense of awareness and responsibility among students and staff. Furthermore, the discussion emphasises the critical role of leadership commitment and active stakeholder involvement in advancing sustainable initiatives, particularly within engineering programs. The conclusion advocates for a comprehensive approach to sustainable transformation, urging higher education institutions to embed these strategies within their culture and curricula. By doing so, universities can contribute meaningfully to global sustainability objectives while preparing students to tackle pressing environmental challenges. The overarching message is clear: a commitment to greening the campus fosters an environment that not only supports ecological stewardship but also inspires the next generation of engineers and leaders to face global sustainability challenges head-on.
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