Umesh Ramnarain is Professor in Science Education, and Head of Department in Science and Technology Education at the University of Johannesburg, South Africa. His main research interest is inquiry-based science education, with a particular focus on its uptake in South African classrooms, where the unequal funding policies of the previous Apartheid education system have resulted in learning contexts that are complex and diverse. His research has been published in top-tier journals such as International Journal of Science Education, Research in Science Education, Journal of Research in Science Teaching, Chemistry Education Research and Practice, and Teaching and Teacher Education.Mdutshekelwa Ndlovu is an NRF rated Professor of Mathematics Education at the University of Johannesburg. He has more than 40 years’ experience as a teacher and lecturer. He has more than 50 publications primarily in mathematics education, and has delivered several keynote addresses.

• 1. Translating Policy to Practice: The Status of ICT in STEM Education in South Africa  2. ICT Integration in Zambian High School STEM Education  3. Technology Integration in STEM Eduction: "ICT", "T" or "t": Egyptian STEM Schools  4. Implementation of ICT Integration in STEM Curriculum: A Case of Secondary Schools and Higher Education Institutions (HEIs) in Zimbabwe  5. ICT Integration in STEM Education in Rwanda: A Review of the Literature  6. Contextual and Personal Determinants of Nigerian Science Teachers' Intention to Use Online Platforms for Inquiry-Based Learning  7. The Interface Between Human Experience and the Pedagogy of Teaching Complex, Abstract STEM Concepts Online  8. Pre-service Teachers' Experiences of Teaching Mathematics Online During Practicum in an African Context due to COVID-19  9. Teachers' TPACK Readiness to Teach Mathematics with Technology: A Case Study of a Private High School in South Africa  10. A Systematic Review of Science Teachers' and Lecturers' Beliefs and Perceptions About the Transition to Online Teaching in Southern Africa  11. Promoting Pre-service Teachers' TPACK Development in an Education Science Course  12. Current Status and Future Perspectives on the Integration of Virtual and Augmented Reality in STEM Education in African Schools and Perspectives  13. Reflections and Future Directions for ICT Integration in STEM Education for Africa

Umesh Ramnarain is Professor in Science Education, and Head of Department in Science and Technology Education at the University of Johannesburg, South Africa. His main research interest is inquiry-based science education, with a particular focus on its uptake in South African classrooms, where the unequal funding policies of the previous Apartheid education system have resulted in learning contexts that are complex and diverse. His research has been published in top-tier journals such as International Journal of Science Education, Research in Science Education, Journal of Research in Science Teaching, Chemistry Education Research and Practice, and Teaching and Teacher Education.Mdutshekelwa Ndlovu is an NRF rated Professor of Mathematics Education at the University of Johannesburg. He has more than 40 years’ experience as a teacher and lecturer. He has more than 50 publications primarily in mathematics education, and has delivered several keynote addresses.

• 1. Translating Policy to Practice: The Status of ICT in STEM Education in South Africa  2. ICT Integration in Zambian High School STEM Education  3. Technology Integration in STEM Eduction: "ICT", "T" or "t": Egyptian STEM Schools  4. Implementation of ICT Integration in STEM Curriculum: A Case of Secondary Schools and Higher Education Institutions (HEIs) in Zimbabwe  5. ICT Integration in STEM Education in Rwanda: A Review of the Literature  6. Contextual and Personal Determinants of Nigerian Science Teachers' Intention to Use Online Platforms for Inquiry-Based Learning  7. The Interface Between Human Experience and the Pedagogy of Teaching Complex, Abstract STEM Concepts Online  8. Pre-service Teachers' Experiences of Teaching Mathematics Online During Practicum in an African Context due to COVID-19  9. Teachers' TPACK Readiness to Teach Mathematics with Technology: A Case Study of a Private High School in South Africa  10. A Systematic Review of Science Teachers' and Lecturers' Beliefs and Perceptions About the Transition to Online Teaching in Southern Africa  11. Promoting Pre-service Teachers' TPACK Development in an Education Science Course  12. Current Status and Future Perspectives on the Integration of Virtual and Augmented Reality in STEM Education in African Schools and Perspectives  13. Reflections and Future Directions for ICT Integration in STEM Education for Africa

Umesh Ramnarain is Professor in Science Education, and Head of Department in Science and Technology Education at the University of Johannesburg, South Africa. His main research interest is inquiry-based science education, with a particular focus on its uptake in South African classrooms, where the unequal funding policies of the previous Apartheid education system have resulted in learning contexts that are complex and diverse. His research has been published in top-tier journals such as International Journal of Science Education, Research in Science Education, Journal of Research in Science Teaching, Chemistry Education Research and Practice, and Teaching and Teacher Education.Mdutshekelwa Ndlovu is an NRF rated Professor of Mathematics Education at the University of Johannesburg. He has more than 40 years’ experience as a teacher and lecturer. He has more than 50 publications primarily in mathematics education, and has delivered several keynote addresses.

• 1. Translating Policy to Practice: The Status of ICT in STEM Education in South Africa  2. ICT Integration in Zambian High School STEM Education  3. Technology Integration in STEM Eduction: "ICT", "T" or "t": Egyptian STEM Schools  4. Implementation of ICT Integration in STEM Curriculum: A Case of Secondary Schools and Higher Education Institutions (HEIs) in Zimbabwe  5. ICT Integration in STEM Education in Rwanda: A Review of the Literature  6. Contextual and Personal Determinants of Nigerian Science Teachers' Intention to Use Online Platforms for Inquiry-Based Learning  7. The Interface Between Human Experience and the Pedagogy of Teaching Complex, Abstract STEM Concepts Online  8. Pre-service Teachers' Experiences of Teaching Mathematics Online During Practicum in an African Context due to COVID-19  9. Teachers' TPACK Readiness to Teach Mathematics with Technology: A Case Study of a Private High School in South Africa  10. A Systematic Review of Science Teachers' and Lecturers' Beliefs and Perceptions About the Transition to Online Teaching in Southern Africa  11. Promoting Pre-service Teachers' TPACK Development in an Education Science Course  12. Current Status and Future Perspectives on the Integration of Virtual and Augmented Reality in STEM Education in African Schools and Perspectives  13. Reflections and Future Directions for ICT Integration in STEM Education for Africa