In a world rapidly shaped by emerging technologies, the ability to code is no longer a niche skill but a gateway to opportunity. At the University of Johannesburg, the Centre for Advanced Learning Technologies in Science, Technology, Engineering, Arts and Mathematics (CALTSTEAM) is pioneering an innovative initiative: the XR Online Coding Club. This programme directly aligns with ACEEU’s standards of Third Mission Activities and Internal Support Structures, providing transformative learning experiences for youth from underserved communities while cultivating a pipeline of entrepreneurial thinkers prepared for the Fourth Industrial Revolution. This initiative is especially vital in South Africa, where youth unemployment is one of the country’s most pressing socio-economic challenges.
According to Statistics South Africa (2024), the youth unemployment rate remains above 60% for those aged 15–24, with many young people lacking access to opportunities to build future-oriented skills. CALTSTEAM recognises that bridging this gap requires more than academic instruction, but demands a comprehensive, inclusive approach to empowerment through digital innovation.
Creating Access to Future-Ready Skills
The XR Online Coding Club is pioneered by Prof Umesh Ramnarain and his colleagues at the CALTSTEAM, and recognises the need to empower youth in coding to build XR applications. To date, there are 300 school learners and university students who are enrolled. The XR Online Coding Club offers free, self-paced online courses that address critical digital competencies. These include Introduction to Python, Game Design with Unity, 3D Modelling with Blender, and Augmented and Virtual Reality Development. Learners from high schools and universities engage with these open-access modules via a dedicated learning platform, building competency in the creation of applications in ICT. Importantly, this initiative addresses a key equity challenge of the digital skills divide in historically disadvantaged communities in South Africa. Schools in such communities lack the digital infrastructure and teacher capacity to deliver meaningful technology education. By providing expert mentorship, the club promotes inclusive participation in the digital economy and empowers learners to become producers not just consumers of technology.
From Digital Literacy to Digital Entrepreneurship
CALTSTEAM’s approach is not just about skills development but it is about nurturing entrepreneurial mindsets. Each course culminates in hands-on projects, such as designing XR content with real-world applications in STEM education. These projects provide learners with opportunities to prototype, test, and refine digital solutions, laying the groundwork for tech-based entrepreneurial ventures. By fostering collaboration, critical thinking, and problem-solving through technology, the XR Online Coding Club aligns with the broader goals of South Africa’s National Development Plan 2030 to create employment and promote innovation (National Planning Commission, 2012). This entrepreneurial thrust positions learners to imagine new futures for themselves as start-up founders, app developers, or digital content creators. Students undertaking studies at the CALTSTEAM centre have developed applications such as an Augmented Reality (AR) translanguaging learning application for chemistry. With demand increasing, CALTSTEAM is poised to expand the XR online coding club to countries across the African continent.
Building a Sustainable Ecosystem for Innovation
Central to the success of this initiative is the strong institutional commitment to entrepreneurship from the University of Johannesburg. By mobilising internal support structures, forming partnerships with local schools, and anchoring the programme in social justice and community engagement, the XR Online Coding Club exemplifies how universities can play a catalytic role in regional innovation ecosystems. As an entrepreneurial university initiative, it reflects an authentic commitment to societal impact, fulfilling both educational and economic mandates. In doing so, it creates ripple effects that empower entire communities, not just individual learners.
Conclusion
The XR Online Coding Club is more than a training programme. It is a bold step toward reimagining entrepreneurship education in Africa. By equipping youth with immersive technology skills and a mindset for innovation, CALTSTEAM is laying the foundation for a new generation of digital entrepreneurs. Importantly, this initiative embodies the standards of the Accreditation Council for Entrepreneurial and Engaged Universities (ACEEU) by advancing Third Mission Activities, fostering entrepreneurial teaching and learning, and leveraging internal support structures to create long-term societal impact. It demonstrates how universities can act as engines of transformation by addressing pressing socio-economic challenges, bridging digital divides, and empowering disadvantaged communities through inclusive innovation. In doing so, the University of Johannesburg positions itself as a continental leader in entrepreneurial and engaged education, fully aligned with ACEEU’s vision of higher education institutions as catalysts for regional development, social justice, and economic empowerment.
National Planning Commission. (2012). National Development Plan 2030: Our future – make it work. Pretoria: The Presidency.
Statistics South Africa. (2024). Quarterly Labour Force Survey, Q1:2024. Pretoria: Stats SA.
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Image courtesy of the author