The University of the Free State (UFS) Qwaqwa Campus has introduced children from schools in and around Phuthaditjhaba to robotics, coding and other Science, Technology, Engineering and Mathematics (STEM) opportunities through a community engagement initiative aimed at broadening their exposure to technology and future career pathways.

The Campus held a certificate-awarding ceremony on Thursday 6 August 2026 to recognise children who participated in the Charlie “The Crazy Shopper” Robotics initiative. The programme introduces pupils to robotics, problem-solving and technology in a practical and engaging way, while connecting local schools with university expertise and resources.

The initiative forms part of the Campus’s broader community engagement efforts to expose school children, particularly those from disadvantaged communities, to STEM fields and the opportunities they offer.

Bringing STEM to rural classrooms

Adebola Musa, Lecturer and Researcher in the Department of Computer Science and Informatics at the Qwaqwa Campus, said the initiative originated in the department and was developed to challenge perceptions that STEM is inaccessible to children in rural communities.

“We want to demystify the idea that STEM is difficult or impossible in rural schools, while introducing learners to Artificial Intelligence, Robotics and the Fourth Industrial Revolution. They do not only learn about technology; they build robots and power them with coding.”

The project was started in 2023 by former colleague Dr Andronicus Akinyelu, with Musa joining the directorship in 2024. The programme aims to support pupils from disadvantaged schools and communities surrounding the Qwaqwa Campus. In 2026, the programme introduced Charlie “The Crazy Shopper”, a robot designed and built by participating children.

Moodi Matsoso, Community Engagement Coordinator at the Qwaqwa Campus, said programmes such as these provide children with an opportunity to engage with STEM subjects in an exciting and practical way.

“Through programmes such as these, the Campus creates opportunities for learners to engage with Science, Technology, Engineering and Mathematics in a practical, exciting way. It strengthens the relationship between the University and local schools by creating spaces where learners can interact with university staff, students and resources,” said Matsoso.

From the classroom to real-world technology

For children in previously disadvantaged communities, early exposure to technology and STEM can help challenge perceptions about who can participate in these fields and encourage them to consider careers in science and technology.

“Taking such programmes into previously disadvantaged schools gives learners an opportunity to see themselves as capable of engaging with technology, solving problems and pursuing careers in Science, Technology, Engineering and Mathematics-related fields,” said Matsoso.

According to Musa, the programme has already produced encouraging results, with teachers reporting improvements in school children’s performance in STEM subjects.

Teboho Moloi, a teacher at Mohaladitwe Secondary School in Makwane, Phuthaditjhaba, testified at the certificate presentation ceremony that the STEM performance of children who participated in the programme in 2024, when they were in Grade 10, had improved significantly as they progressed to Grade 12.

For Musa, the pupils’ willingness to collaborate, curiosity and their determination to complete the robot were among the aspects that stood out during the programme.

“What stood out for me was their willingness to work together, their curiosity to power the robot with code and see how it would behave, and their determination to stay with the project until they saw the final product come to life.”

Creating pathways to higher education

According to Daniel Moloi, Director of Community Engagement at the Agape Foundation for Community Development in the Makwane community, the initiative was introduced in response to the need to equip communities with exposure to new technologies and opportunities for development.

The programme has continued annually, with the children who received certificates this year having started participating earlier in 2026.

Moloi said the programme goes beyond teaching young people about technology, giving them an understanding of how robotics and artificial intelligence work and how these technologies influence everyday life.

“Learners are exposed to how artificial intelligence and robotics work, how these technologies affect everyday life, and the opportunities that exist in the fields of robotics and technology,” said Moloi.

He said initiatives of this nature are important in creating opportunities for young people to develop skills that can help communities become more competitive in a rapidly changing world.

“Our communities need to be provided with opportunities for development so that they can become internationally competitive. This programme is one way of exposing young people to skills and technologies that can contribute to that future,” said Moloi.

Moloi also highlighted the broader social impact of creating positive opportunities for young people, particularly in communities where crime remains a challenge.

“Crime is still a problem in our communities, and this is just a drop in the ocean in bringing about change, especially among young learners. We need more opportunities that give young people a positive direction and help them see what is possible,” he said.

For Musa, bringing children onto the Qwaqwa Campus is also an important part of exposing them to university life and encouraging them to consider higher education and technology-related careers.

The pupils attend classes in one of the Campus’s laboratories, where they build Charlie from scratch and see the robot respond to their coding. The experience provides them with practical skills and motivation that they can share with their peers, families, schools and communities.

Through partnerships with organisations such as the Agape Foundation for Community Development, the UFS Qwaqwa Campus continues to use community engagement programmes to connect schools with university expertise and resources. These initiatives create opportunities for young people to explore STEM fields, develop practical technology skills and begin considering career pathways that can shape their futures.