Framework for implementing STEM learning technologies to alleviate students’ challenges of the 21st-century skills at a Zimbabwean university

Abstract

The implementation of teaching and learning technologies at universities does not meet the requirements. Universities are currently faced with the dilemma of using technology for teaching and learning. Course/module software and learning management systems are underutilized by universities. This study provides a framework for the introduction of STEM learning skills at Zimbabwean universities to mitigate the skills challenges of 21st-century students. This study adopts a qualitative research methodology and uses a case-study design as the operational basis for data collection. Data were therefore collected from a university of technology in Zimbabwe. The sample consisted of 32 students from STEM departments in the university, 9 STEM lecturers, and 3 STEM laboratory technicians. A series of interviews were conducted with lecturers and technicians to obtain an in-depth analysis of the study. Additionally, to learn more about implementation levels and course/module software and learning management systems, the researchers observed first- and final-year undergraduates and postgraduate students in their learning environments. This study found that course/module software and learning management systems were not properly implemented for teaching and learning, and required transformation. The study found that both lecturers and students faced skills shortages in the 21st-century, resulting in minimal implementation of course/module software and learning management systems. The technical support provided by the technicians to lecturers and students was disappointing as the technicians were helpful, but had little or no knowledge and skills in using the software. The technicians were overwhelmed by the number of students as it was difficult to reach them one by one. Another finding was that student motivation and academic performance improved when teaching and learning implemented course/module software and learning management systems. The problems were insufficient course/module software, poor internet connection, power outages, lack of knowledge and skills in using the software, lack of computer/laptop because it is not compatible or unusable with the computer/laptop. They also found less implementation of course/module software and learning management systems due to classroom time. In most cases, lecturers turned to learning management systems for learning materials, homework and additional discussions, which were difficult to use. Inadequate implementation of the course/module software and learning management system for the 21st-century skills has its effects in that technology is evolving rapidly and lecturers and students need to be abreast of it so that they do not face challenges in the workforce. This study suggests that the budgets of the technical universities interviewed should be allocated to the acquisition of STEM educational technologies and all related technologies. It promotes robust teaching and learning for STEM students preparing for the 21st-century workplace. In addition, staff development of refresher courses, seminars, or workshops for technicians and lecturers on various courseware/modules and LMS implementations facilitates effective demonstration of students in the classroom. Lecturers and students must recognize the importance of 21st-century technology, and students must remove technology from students. The university also encourages lecturers to effectively integrate STEM learning technologies into everyday teaching and learning. Recommendations for further research are to conduct a comparative and contrast study with other universities of technology in Zimbabwe, as well as regionally and globally. There is a need to learn more about the implementation of courses/modules and learning management systems in teaching and learning.