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From 3 to 5 December 2025, educators, trainers and science club coordinators from across Namibia gathered at the Namibia Institute of Public Administration and Management (NIPAM) in Windhoek to take part in a train-the-trainer workshop focused on emerging STEM technologies and hands-on learning. 
The workshop, connecting 210 science clubs across 9 countries, was held within the framework of the Global Engagement Network for Science (GENS), reflecting a shared commitment to strengthening science education and youth engagement under the International Decade of Sciences for Sustainable Development (2024–2033). 
Despite strong enthusiasm for promoting STEM education, many trainers highlighted that limited exposure to emerging technologies hampers their effective use in teaching. While tools such as robotics, artificial intelligence and 3D printing are increasingly recognized as powerful enablers of STEM learning, few trainers have had opportunities to engage with them in practice. As a result, STEM education often remains largely theoretical, limiting both trainers’ and learners’ confidence in applying knowledge through hands-on experience.
Teachers are expected to introduce subjects like robotics and electronics, but very often they are not trained to teach them. In some communities, learners have never even touched a computer before, and they are afraid to use it.
To address this gap, the workshop provided a practical, hands-on learning experience closely linked to real teaching contexts. Through interactive sessions in robotics, electronics, artificial intelligence and 3D printing, participants engaged in problem-based activities, coding exercises and collaborative experimentation, demonstrating how these technologies can support more tangible and learner-centred STEM education.
Some of these learners are from the most rural communities and then they would have no opportunity or no access otherwise if it were not for this workshop.
Participants consistently described the workshop as both helpful and attractive, highlighting its practical value and overall quality. Reflecting on the experience, Prof. Keketso Leteba noted: “All parts of the workshop were very interesting, but the most valuable for me was the hands-on component. Having the opportunity to manipulate and interact with the robots made the learning experience truly engaging.” 
Looking beyond the workshop itself, many trainers reflected on what sustained access to emerging technologies could mean for the future of STEM education in their communities. For them, the value of the training lies not only in immediate skills acquisition, but in building confidence, imagination and long-term readiness among both educators and learners. 
Reflecting on this broader impact, Prof. Tawanda Mushiri, Professor of Artificial Intelligence and Robotics, emphasized the importance of exposure in shaping future learning: “With this training, it’s an eye-opener. Even if our students have not yet visited countries with state-of-the-art equipment, they can imagine, be in a virtual world, and understand more. Learning becomes easier.” 
By connecting trainers and science clubs through the initiative of African science clubs participating in the Global Engagement Network for Science (GENS), the workshop extends its impact beyond a single event. Being part of a wider network enables continued collaboration, shared learning and collective problem-solving, supporting inclusive, hands-on STEM education that prepares young people to engage with future technologies and real-world challenges.
In collaboration with BOE Technology Group, UNESCO’s new initiative, Science Club Challenge 2026, offers a concrete pathway to translate training into action, encouraging science clubs to apply hands-on approaches, share experiences and demonstrate impact in local contexts. The combination of a growing network and a shared challenge helps ensure that learning from the workshop is sustained, adapted and scaled over time.
This article is related to the United Nation’s Sustainable Development Goals.
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