The COVID-19 outbreak in early 2020 had significant and widespread impacts, especially in education. Subjects like STEM faced distinct educational challenges. This article analyses how the pandemic affected STEM education in Mauritius.

The goal is to examine the unique challenges that STEM (Science, Technology, Engineering, and Mathematics) education encountered during this period and, most importantly, to highlight YUVA’s initiative, with the support of the Canada Fund for Local Initiatives (CFLI), to implement STEM education in Mauritius in the aftermath of the pandemic.

Global Impact of COVID-19 on STEM Education

The global impact of COVID-19 on STEM education has been profound and transformative. STEM education, which traditionally relies on hands-on learning and practical experiences, faced unprecedented challenges:

1. Disruption of Labs and Practical Sessions: The heart of many STEM subjects lies in laboratory experiments and hands-on projects. These solidify theoretical knowledge and foster critical thinking and problem-solving skills. However, the closure of educational institutions rendered these practical sessions impossible. The absence of hands-on experiences hindered their comprehension of complex concepts and left them unsatisfied with seeing theories put into practice.
2. Digital Divide: The rapid transition to online learning exposed a gaping digital divide that has long been a concern in education. Many students found themselves on the wrong side of this divide, needing access to necessary devices and reliable internet connectivity. As a result, they faced obstacles in fully participating in STEM classes conducted virtually. This underscored the profound educational inequalities today, highlighting the need for equitable access to digital resources.
3. Teacher Preparedness: The sudden shift to online teaching was challenging for educators. Not all STEM teachers were initially prepared to navigate this new digital landscape. They found themselves on a steep learning curve, requiring mastery of new technologies and pedagogical approaches. Educators’ adaptability and resilience were tested as they needed to transform their teaching methods and connect with students through virtual platforms.
4. Mental Health Impact: Beyond the educational aspects, the pandemic affected students’ mental health. Prolonged periods of isolation, the uncertainty of the times, and the underlying stress had a profound impact. Students struggled with loneliness and anxiety, which affected their overall well-being and, consequently, their capacity to engage with STEM subjects effectively. The disrupted sense of community and collaboration, crucial for successful STEM education, became a casualty of the pandemic’s isolating effects.

Impact of COVID-19 on STEM education in Mauritius

Mauritius, an island nation in the Indian Ocean renowned for its dedication to education and technological advancement, confronted distinctive challenges during the pandemic.

1. Digital Divide Challenge: The pandemic showed a stark digital divide, where many students lacked access to essential technology like laptops and reliable internet connections. This presented a profound challenge in ensuring all students could access online STEM content regardless of their socio-economic background. In response to this challenge, Mauritius swiftly initiated various initiatives to bridge this gap. These efforts included providing laptops and internet access to needy students, levelling the playing field, and enabling a broader range of students to access STEM education online.

2. Virtual Labs to Preserve Practical Learning: With the disruption of hands-on learning, certain STEM institutions in Mauritius introduced virtual labs. These digital laboratories were carefully designed to replicate the physical laboratory experience faithfully. This innovative step allowed students to conduct experiments from the comfort and safety of their homes, preserving the vital practical aspect of STEM education.

3. Teacher Training for Effective Online Learning: The abrupt shift to online learning demanded a substantial investment in teacher training. Mauritius responded to this need by organising comprehensive teacher training programs. Collaborations with universities and non-governmental organisations enhanced educators’ capacity to deliver practical online STEM lessons. This move ensured teachers were well-prepared to navigate the digital teaching environment and provide quality education.

4. Prioritising Mental Health: Recognising the pandemic’s considerable toll on students’ mental health, the Mauritian government and schools embarked on a mission to provide essential mental health support services. These services were implemented to help students cope with the stress and anxiety associated with online learning. This proactive approach fostered a conducive environment for academic growth, ensuring students’ well-being during these challenging times.

5. Promoting STEM Education and Careers: Mauritius recognised the pandemic as an opportunity to promote STEM education and careers. By emphasising the significance of STEM in the context of pandemic response and recovery, students were encouraged to understand the real-world applications of STEM subjects. This approach fostered a deeper understanding of STEM’s relevance in a post-pandemic world, helping students appreciate the value and practicality of these subjects.

Innovative Initiatives in Mauritius: The YUVA Initiative with CFLI

Currently, YUVA, a proactive non-governmental organisation in Mauritius, is implementing STEM education, focusing on empowering disadvantaged girls, in response to challenges revealed during the pandemic era. Supported by the Canada Fund for Local Initiatives (CFLI), YUVA’s ongoing project provides vital resources, mentorship, and opportunities to ensure equal access to STEM education, breaking gender stereotypes and promoting inclusivity.

YUVA’s present-day initiative offers hands-on STEM workshops and mentorship programs, equipping girls with essential STEM skills while boosting their self-confidence. These practical learning experiences have gained renewed importance. Furthermore, YUVA challenges prevailing norms about STEM, inspiring more girls to consider STEM fields as viable and rewarding career options, contributing to reshaping the broader perception of STEM as an inclusive domain. This initiative lays the groundwork for a brighter, more equitable future in a post-pandemic world.

The COVID-19 pandemic imposed unprecedented challenges on STEM education worldwide, and Mauritius was no exception – the sudden shift to remote learning exposed digital access, mental health, and pedagogical adaptation issues. However, the response in Mauritius showcased resilience and innovation, with the government, educational institutions, and various organisations collaborating to ensure that STEM education continued to thrive.

Nicole Marchetti, MA International Relations - Communications Officer (YUVA STEM Education Projects)