By Ido Lekota
AUCKLANDPARK – The digital revolution – characterised by the pervasive adoption of digital technologies and the transformation of communication, information sharing, and economic activity – is demanding a fundamental rethinking of teaching, learning, and administration at institutions of higher learning.
In turn, institutions of higher learning are involved in various initiatives working on improving the quality of education by making it more accessible, engaging, personalised, and innovative to address challenges like high graduate unemployment as well as the massive digital divide in the country.
One such initiative is the recently launched University of Johannesburg-based Centre for Advanced Learning Technologies in Science Technology Engineering Arts and Mathematics (CALTSTEAM) – which is driving curriculum reform, graduate employability and technological innovation in South Africa. By integrating advanced technologies like artificial intelligence (AI), virtual reality (VR) and augmented reality (AR) into STEM education, CALTSTEAM addresses critical gaps in higher education while aligning with the demands for the digital revolution.
“The integration of VR and LA into teaching practices holds immense potential to revolutionise teacher training. As we navigate the ever-evolving landscape of education, these technological transformations are poised to shape a new era of effective, data-informed microteaching practices that prepare teachers to meet the diverse and complex needs of the 21st-century learners within the Fourth Industrial Revolution (4IR)”, said CALTSTEAM director Professor Umesh Ramnarain in a recent media statement.
“Novel interactive technologies such as AR, VR and generative AI show incredible potential for transforming the teaching practices of teachers in a manner that provides learners with experiences of phenomena that are inspiring, personalised and adaptive.”
He further explained that “CALTSTEAM exemplifies how universities can leverage technology to transform education, enhance employability, and stimulate socio-economic development. By aligning curriculum reform with decolonisation, fostering endogenous tech solutions, and preparing graduates for a digital economy, the Centre not only addresses South Africa’s immediate educational needs but also positions the nation as a leader in sustainable, inclusive innovation. Its work underscores the vital role of context-driven, technology-enhanced pedagogies in building a resilient future workforce.”
CALTSTEAM bridges the skills gap by equipping students with competencies tailored to the 4IR using digital tools such VR, AR and AI. For example, through AI-driven simulations and VR classroom environments, Bachelor of Education students gain hands-on teaching experience, while post-graduate researchers develop expertise in cutting-edge technologies like machine-learning.
These initiatives have the potential to counter South Africa’s high graduate unemployment rates by prioritizing industry-aligned skills. For example, the Centre’s Short Learning Programmes and XR Coding Clubs further enhance employability, offering teachers and learners proficiency in VR/AR development and coding – skills critical for careers in technology, education and government sectors.
Generally, CALTSTEAM advances curriculum reform by reimagining STEAM education through culturally relevant technology-driven pedagogies. Its projects, such as culturally anchored VR/AR simulations, embed African knowledge systems into science and technology, directly responding to calls for decolonisation of education.
For example, the Centre’s LaViR (Learning Analytics for Virtual Reality) collaborates with international institutions to create VR science classrooms that blend global innovation with local context, ensuring curricula are both intellectually rigorous and contextually grounded. This, as UJ vice-chancellor Professor Letlhokwa Mpedi recently stated, aligns with UJ’s strategic goal of fostering “Pan-African critical intellectual inquiry” while addressing systemic inequities inherited from apartheid-era education structures.
On the other hand, the Centre’s focus on digital literacy and 4IR skills nurtures a pipeline of tech-savvy graduates, critical for driving sectors like healthcare, finance, and renewable energy. By hosting workshops on AI in STEAM and inquiry-based learning for, for example teachers, CALTSTEAM also empowers educators to become agents of innovation within their communities.
