STEM Education in the Post-Pandemic Learning Space

As a result of the COVID-19 pandemic, the global educational landscape has undergone significant transformation, with digitalization advancing as a basis for contemporary learning paradigms. STEM Education in the Post-Pandemic Learning Space: Digitalization in Africa explores the dynamic connection between Science, Technology, Engineering, and Mathematics (STEM) education and the advancement of digitalization across the African continent. This edited volume brings together insightful contributions from academics, educators, researchers, and practitioners who explore the challenges, opportunities, and innovations that define this educational transformation.From integrating digital tools, devices, resources, and platforms in remote educational environments to developing inclusive policies that bridge the digital divide, this book considers the complex influences of digitalization on STEM education in Africa. It features case studies, empirical research, and theoretical discussions that emphasize the adaptability of educational contexts in traversing unique times. This book will be an important resource for academics, educators, researchers, policymakers, and practitioners dedicated to embracing the power of digitalization to foster equitable, inclusive, and high-quality STEM education post-COVID-19.

Brantina Chirinda is a research associate at the University of Johannesburg and a visiting research fellow at the University of California at Berkeley. She holds a PhD in Mathematics Education from the University of Witwatersrand. She is interested in the teaching and learning of mathematics in contexts of disadvantage, specifically focusing on mathematical problem solving and equitable access to content in the mathematics classroom. She has taught mathematics and mathematics education courses at various Southern African institutions for more than 20 years. Jayaluxmi Naidoo is an Associate Professor of Mathematics Education at the University of KwaZulu-Natal (UKZN) Edgewood Campus. She received the UKZN Emerging Researcher Award (2012) and was successful in obtaining both the SANPAD (2009) and Canon Collins scholarship (2005). Her research interests include the use of technology in STEM education, visualisation in mathematics, issues of social justice, race, language and STEM education, pedagogic strategies to improve the teaching and learning of STEM subjects, indigenous knowledge systems and STEM education, and mathematics teacher training and development.