From Global Trends to Local Transformation: Reimagining STEM Teaching and Learning for Global Competence and Sustainable Development in Zimbabwe
DOI:
https://doi.org/10.68050/JAMS.2026.370Keywords:
STEM Education, Indigenous Knowledge Systems, Sustainable Development, Heritage-Based Education 5.0, Problem-Based Learning, Global CompetenceAbstract
As the world shifts towards knowledge-driven economies, it’s more important than ever for our educational systems to foster global competence and promote sustainable development. This paper takes a closer look at the pressing need to rethink how we teach and learn STEM (Science, Technology, Engineering, and Mathematics) in Zimbabwe, aiming to connect global trends with local realities. While international STEM frameworks are increasingly focusing on inquiry-based learning, digital integration, and essential skills like critical thinking and teamwork, Zimbabwe's education system still clings to exam-focused, theoretical methods that don’t adequately prepare students for the challenges of the 21st century. This study advocates for a transformative approach that weaves global STEM trends into the unique socio-economic and cultural context of Zimbabwe. By incorporating Indigenous Knowledge Systems (IKS), utilising affordable technological innovations, and embracing problem-based learning that addresses local sustainability issues such as climate-smart agriculture, renewable energy, and water resource management Zimbabwe can nurture a generation of problem-solvers who are both globally aware and locally engaged. The paper suggests a comprehensive framework that aligns teacher training, curriculum changes, and community partnerships to develop STEM literacy not just as a measure of academic success, but as a means for active citizenship and sustainable livelihoods. Ultimately, this reimagining of STEM education can serve as a powerful driver for national development, empowering Zimbabwean students to make meaningful contributions to both local resilience and the global sustainable development agenda.
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