f South Africa hopes to transform its economy, it must begin by transforming how it views science, technology, engineering and mathematics (STEM). True progress begins long before a student reaches university. It starts in homes and communities where curiosity is encouraged, and in schools where teachers are empowered to inspire rather than merely instruct.

We cannot expect universities to fix what the rest of the education system neglects. In 2025, the Department of Basic Education confirmed that 482 schools across the country do not offer mathematics at all. That single figure reveals the fragility of our foundation. Strengthening STEM is not only a university problem – it is a national one that requires parents, communities, educators and industry to build an unbroken chain of learning.

Universities, however, can and must help drive this agenda through both practice and research. At the NWU, we are seeing how evidence-based interventions can reshape learning pathways. Our Ikateleng programme and the Vice-Chancellor's Science Days have sparked genuine interest among learners from disadvantaged communities, but these initiatives also provide valuable data.

Such research is vital if South Africa is to make informed decisions about curriculum design and teacher development. Universities should lead longitudinal studies that track how early exposure to STEM, mentorship, and digital tools affect learners' trajectories.

For example, AI-assisted learning models – if developed and tested responsibly – could become powerful companions in classrooms where resources are scarce. The research task is to measure their true impact: do they enhance understanding, critical thinking, and confidence, or merely add another layer of inequality?

Teacher development remains the cornerstone of sustainable change. Continuous professional learning, particularly in the integration of AI and technology, must become a national priority. Universities are uniquely positioned to research which approaches work best in South African classrooms – from low-tech rural solutions to advanced digital pedagogy – and to share those findings with government and industry partners.

Our STEM curricula must also evolve with the economy. South Africa needs graduates who can interpret data, design solutions and create employment. Embedding entrepreneurship, ethics, and digital fluency into STEM degrees is no longer optional, it is a matter of national relevance. Through applied research and industry partnerships, universities can test and refine new models that align with local realities while preparing graduates for global participation.

Yet, we must confront an uncomfortable truth: celebrating matric pass rates based on a 30 percent standard conceals the depth of the crisis. Enrolments in mathematics and physical science continue to decline. Without research-informed strategies that rebuild the system from the earliest grades, we risk producing fewer engineers, scientists and innovators each year.

"STEM is the foundation of a knowledge economy. But it is research – rigorous, ethical, collaborative research – that will determine whether that foundation is solid or fragile."

Prof Linda du Plessis
Senior Deputy Vice-Chancellor:
Teaching and Learning