Original Research

STEM education in Zambia

Bentry Nkhata, Kabunga Nachiyunde, Patricia P. Nalube, Zanzini B. Ndhlovu, Christopher Haambokoma
African Journal of Teacher Education and Development | Vol 5, No 1 | a170 | DOI: https://doi.org/10.4102/ajoted.v5i1.170 | © 2026 Bentry Nkhata, Kabunga Nachiyunde, Patricia P. Nalube, Zanzini B. Ndhlovu, Christopher Haambokoma | This work is licensed under CC Attribution 4.0
Submitted: 01 December 2025 | Published: 12 May 2026

About the author(s)

Bentry Nkhata, Department of Mathematics and Science Education, School of Education, University of Zambia, Lusaka, Zambia
Kabunga Nachiyunde, Department of Mathematics and Science Education, School of Education, University of Zambia, Lusaka, Zambia
Patricia P. Nalube, Department of Mathematics and Science Education, School of Education, University of Zambia, Lusaka, Zambia
Zanzini B. Ndhlovu, Department of Primary Education, School of Education, University of Zambia, Lusaka, Zambia
Christopher Haambokoma, Department of Mathematics and Science Education, School of Education, University of Zambia, Lusaka, Zambia

Abstract

Background: Science, technology, engineering and mathematics (STEM) education in Zambia continues to occur within disciplinary silos, limiting opportunities for integration, innovation and entrepreneurship.
Aim: To clarify Zambia’s interpretation of STEM education and examine how the integration of innovation and entrepreneurship (IE) can strengthen the national STEM agenda.
Setting: The study was done in Lusaka focusing on National STEM policy documents, school curricula implementing STEM activities and policies. It included the 2024 National Junior Engineers, Technicians and Scientists (JETS) fair projects held in Lusaka.
Methods: The study adopted a qualitative desk review design, complemented by participant observation, in order to explore and clarify Zambia’s conceptualisation of STEM education and its relationship to innovation and entrepreneurship. Data were analysed using thematic analysis.
Results: Lessons from the literature reviewed showed the need for STEM education to be conceptualised as an interdisciplinary body of knowledge. National policy pointed to the need to have a STEM education that is oriented towards entrepreneurship. Good practice exists in practices in projects of JETS.
Conclusion: The study concludes that Zambia STEM education agenda can take a clearer shape with a policy shift from merely STEM to STEME, that is, Science, Technology, Engineering, Mathematics with Entrepreneurship, with JETS style project-based learning being the anchor of implementation.
Contribution: Providing a new conceptualisation of STEM education in Zambia by adding Entrepreneurship (STEME). This expands existing theoretical frameworks and aligns STEM with national economic priorities.


Keywords

STEM education; implementation strategies; entrepreneurship; junior engineers, technicians and scientists; continuing professional development

Sustainable Development Goal

Goal 4: Quality education

Metrics

Total abstract views: 678
Total article views: 1303


Crossref Citations

No related citations found.