Zahra Haamid is an educator at MSB Educational Institute, Nairobi, currently serving as the Head of the Lower Primary section. She has been in the education field for over a decade and is convinced in the power of engaging and purposeful learning to yield positive results. In this blog, she shares her thoughts on why it’s necessary to approach STEM through a hands-on model of learning for young children.
Some moments ought to make you stop and think. This is what education should feel like. I have seen that spark in the eyes of learners when they move away from cramming formulas just to fill in exam papers (and forgetting them immediately after) and instead start creating something with their own understanding.
Growth comes from stepping beyond what is familiar and discovering new ways to engage with the world. From the food we eat to the clothes we wear, from the simplest tasks to the most advanced innovations, Science, Technology, Engineering, and Mathematics – STEM, influences every aspect of life. Yet, how often do we truly realise this?
Imagine a classroom where learning is not just about reading chapters or solving equations on paper but about bringing concepts to life. A place where students are not just studying about different types of bridges, but contemplating how to build them. Where they are not just learning about circuits, they are designing their own. The world depends on thinkers and problem-solvers—those who put learning into action and use it to make things better. STEM subjects should not be seen in different silos, but rather as a collective group.
My educational leadership and STEM training in Singapore University of Technology and Design reinforced this belief as their education approach is centred around hands-on learning through real-life projects, empowering students to think critically and solve problems.
During my training, I witnessed how students designed robots to tackle daily life challenges. This experience conveyed to me how projects like these can fuel creativity and problem-solving, motivating me to incorporate these approaches into my teaching and make learning transformative for my students.
Education in the Dawoodi Bohra community is deeply rooted in lifelong learning, where curiosity and scholarship align with Islamic teachings. The community’s schools worldwide uphold this vision by integrating STEM into their curriculum while staying grounded in deep-rooted values.
There are many examples of students canvassing their curiosity and innovative thinking at national and international competitions. From the First Lego League and World Robot Olympiad to Techfest 2022 and Hero Bots 2.0, students from MSB Institutes across the world have displayed an aptitude for creative and technical fields. Beyond academics, a biofuel research in Manchester and a rainwater harvesting project in Nairobi highlight STEM’s role in sustainable solutions. These efforts reflect the community’s tradition of applying knowledge to make a positive impact on society at large.
There is a common myth that STEM is only for the so-called ‘geniuses’ who solve complex equations in seconds. The truth is, STEM is for everyone. It is about developing a way of thinking, solving problems, and applying knowledge to real-life situations. As a global community, we share the responsibility of preparing the next generation to take on these challenges. The question isn’t whether the future needs STEM; that’s a given. The real question is how to empower young minds today to take charge of their future.