In the bustling classrooms of the University of Pretoria’s Groenkloof Campus, a transformative journey unfolded this year. A new module, Teaching and Learning Coding and Robotics in the Foundation Phase, made its debut, aiming to bridge the gap between play-based pedagogy and 21st-century skills. Dr Kayla Willemse approached the challenge with a vision: to make coding and robotics accessible, sustainable and engaging.

JVK 300 was rooted in the United Nations’ Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education. Dr Willemse recognised that early exposure to coding and robotics could empower students to become teachers who embrace innovation and equip young learners with critical thinking, creativity and resilience. The journey was not limited to the university’s walls. Early in the semester, Dr Willemse travelled to a rural community in KwaZulu-Natal to witness teacher training in coding and robotics. This experience underscored the challenges of integrating technology in resource-scarce environments, offering valuable insights that shaped the module’s development.

The hallmark of JVK 300 was its hands-on, project-based approach, encouraging students to think beyond the confines of traditional teaching methods. One assessment opportunity challenged students to create unplugged coding kits from recyclable materials. These kits, designed to teach fundamental coding concepts without relying on computers or internet access, were inspired by the stark realities highlighted in the 2022 Sustainable Development Goals Report. This initiative was not just about sustainability; it was about imagining an inclusive future where no learner is left behind due to technological barriers.

The students’ efforts exemplified 21st-century skills: creativity, innovation and resilience. They devised tangible tools to teach coding concepts, proving that powerful learning resources can emerge from simple, everyday materials. Dr Willemse hopes these future teachers will instil the same resourcefulness and critical thinking in their young learners, fostering holistic development.

The second assessment enabled students to reimagine a section of the Groenkloof Campus through the lens of STEAM (Science, Technology, Engineering, Art and Mathematics). Armed with their coding kits and creativity, they designed features that automated sections of the campus map. One notable example was an automated parking space, where green and red signals indicated availability - a project that combined coding, electronics and engineering. Beyond coding, this initiative reinforced mathematical skills, as students measured and scaled their maps, ensuring precision in their designs.

Adding another layer of depth, the project emphasised SDG 12: Responsible Consumption and Production. By using recyclable materials, students explored the intersection of environmental responsibility and technological innovation. 

As the semester draws to a close, it is evident that the module’s impact extended far beyond its initial goals. Students not only demonstrated remarkable imagination and innovation but also embraced critical reflection - a skill vital for teachers navigating an evolving technological landscape.

Looking ahead, Dr Willemse plans to build on this foundation. Her vision ensures that JVK 300 remains at the forefront of shaping teachers who are not only technologically savvy but also committed to creating a sustainable, equitable future. With JVK 300, the University of Pretoria has planted a seed of change, cultivating a new generation of teachers ready to unlock the potential of coding and robotics in South African classrooms. In doing so, they are proving that even the youngest learners can be empowered to dream big and build brighter futures.