Human-Centred Design as a Tool for Inclusive STEM Education: Strategies for Underserved Communities

Abstract

The need for sustainable development has transformed the priorities in the education sector globally but learners from the underserved communities of Sub-Saharan Africa, and Zimbabwe in particular, are structurally marginalised in their inability to access the education system because of the curricula that were never designed with their realities in mind. This paper looks at Human-Centred Design (HCD) as a pedagogical innovation for Engineering education in resource-limited environments, and how such an approach can break down exclusionary norms and provide equitable STEM learning outcomes by focusing on learning through the lens of empathy and grounded in the community. A mixed-methods research design was adopted, comprising a systematic literature review and qualitative analysis of three engineering programmes that aim to integrate HCD in Southern Africa. Thematic analysis was used to explore the enabling conditions, barriers and transferable strategies. Results show that incorporating HCD elements in STEM education positively contributes to student engagement, cultural relevance, and problem-solving skills, even in settings with extreme lack of infrastructure, for learners from underserved communities. The ability to build strategic partnerships between local communities, industry, and universities proved to be a key driver in achieving long-term impact. HCD is not only a pedagogical decision, but one for equity in STEM education. The study provides an implementation framework for educators and policymakers who want to make engineering education accessible, relevant and inclusive in the Global South.