STEM Principles in Action: Exploring the Relevance of the Physics Curriculum in Artisan Productions in the Hatfield-Mbare District, Zimbabwe

This case study investigated the application of physics principles in artisan productions in the Hatfield- Mbare District in Harare, Zimbabwe. Through a qualitative research approach, 65 artisans were purposively sampled from the Mbare- Magaba Siyaso informal industrial hub to explore their experiences and applications of physics principles. The findings revealed a diverse range of projects and products that showcase the relevance of physics in these industries, despite artisans having limited formal physics education. The study highlights the importance of contextualizing physics education, recognizing informal learning, and building on existing knowledge to enhance students’ understanding and interest in physics. Under Zimbabwe’s Education 5.0 framework and new heritage-based curriculum, this study underscores the potential for physics education to drive innovations, entrepreneurship (techno-preneurship) and industrialization. Real- world applications of physics were highlighted to inspire students, teachers and policy-makers to promote physics education, increase enrollments in both physics classes and teacher training programs and to foster a culture of technology innovation and problem solving. This study’s insights can inform strategies to make physics education more engaging, relevant and accessible, ultimately contributing to Zimbabwe’s economic growth and development.