https://repository.biust.ac.bw/handle/123456789/616 The objective of the conference is to bring together professionals, academics, regulators, researchers, educators, managers, industrial collaborators, and policy makers engaged in the provision and management of quality engineering education to share their experiences and research outcomes on all aspects of Engineering Education Tue, 21 Apr 2026 05:38:15 GMT 2026-04-21T05:38:15Z https://repository.biust.ac.bw/handle/123456789/722 Issues to consider in incorporating artificial intelligence learning for geomatics education in Botswana Moreri, Kealeboga K; Segobye, Mooketsi; Maphale, Lopang; Peter, P In the last couple of years, Artificial intelligence (AI) applications in education have received a lot of attention from both the research and the general community at large. Several international reports describe AI in education as one of the emerging fields of interest in educational technology. Despite AI technology being around for almost 30 years, it is still unclear for geomatics educators how they can take pedagogical advantage of it on a broader scale and how it can impact meaningful teaching and learning in higher education. As a result, learners miss out on opportunities to study AI-propelled smart technologies and big data-driven approaches to solve societal problems. Moreover, they are deprived of developing skills to think in terms of AI use and AI-inspired innovations to improve current processes. It is necessary to investigate meaningful ways and approaches to incorporate AI literacy and AI thinking in the school curriculum to increase the knowledge gap among learners and encourage critical thinking. Therefore, this study investigates major issues to be considered in incorporating artificial intelligence concepts in geomatics education in Botswana particularly the opportunities, challenges, ethical considerations, and overall curriculum requirements for a successful integration. Furthermore, it has designed a conceptual framework that demonstrates how artificial intelligence and data science technologies can be incorporated into geomatics education in Botswana to produce well-rounded graduates. Proceedings of the International Conference on Engineering Education and Management (IC2EM’24), 23–25 September 2024, Palapye, International University of Science and Technology Sun, 01 Sep 2024 00:00:00 GMT https://repository.biust.ac.bw/handle/123456789/722 2024-09-01T00:00:00Z https://repository.biust.ac.bw/handle/123456789/721 Spacex starlink: transforming Botswana's internet landscape Mpoeleng, Dimane The advent of SpaceX's Starlink technology is poised to revolutionize the internet landscape in Botswana, offering unprecedented opportunities for education, particularly in engineering. Starlink's advanced engineering, characterized by its innovative phased-array antennas, facilitates high-speed, low-latency internet access that surpasses traditional ISP offerings. This paper explores the transformative potential of Starlink in Botswana, a country where current internet services are limited and often unreliable. With Starlink, Botswana can experience the same rapid digital advancement observed in other countries, fostering an environment conducive to educational growth and technological innovation. The disruption of the current ISP market by Starlink's superior speed and reliability can lead to enhanced educational outcomes, empowering students and educators with the tools necessary for modern learning. Starlink's coverage will span 100% inch by inch of the entire country, ensuring that every corner of Botswana has access to reliable internet. Furthermore, Starlink will begin operations in Botswana through retail partnerships within the next two months, accelerating the country's digital transformation. This paper also reviews the engineering marvel of Starlink's antenna design, which plays a crucial role in delivering high-speed internet, and analyses the current state of Botswana's ISP market, highlighting the potential impacts and benefits of this revolutionary technology. Sun, 01 Sep 2024 00:00:00 GMT https://repository.biust.ac.bw/handle/123456789/721 2024-09-01T00:00:00Z https://repository.biust.ac.bw/handle/123456789/720 Challenges and opportunities in integrating artificial intelligence education at the university of Botswana: addressing infrastructure and educational priorities for a knowledge-based society. Mashaba, Kobamelo; Monageng, Robert Ogolotse; Kgwadi, Monageng; Chikati, Ronald; Majoo, P A Botswana, ranked 64th in economic performance and productivity according to the IMD World Competitiveness Yearbook 2024, sincince joing it has has made significant improvement in enhancing its skilled workforce and educational systems .Despite increasing awareness, the integration of artificial intelligence (AI) in education remains limited. AI, which automates tasks, holds significant potential for preparing engineers in a knowledge-based society. This study examines why the University of Botswana has not established robust AI programs and explores factors contributing to the absence of a dedicated AI degree. Key challenges investigated include inadequate infrastructure for fast connectivity, though efforts are underway with a fiber optic project from Namibia aimed at improving internet speeds. Significant investment is needed to modernize network capabilities and enhance economic competitiveness. While the Faculty of Computer Science offers related courses such as data structures, algorithms, and data mining, they focus more on theoretical and practical computing applications than standalone AI disciplines. Similarly, AI concepts in Electrical and Mechanical Engineering are integrated within broader engineering disciplines. Addressing these challenges requires understanding educational priorities and resource allocations necessary to develop comprehensive AI programs aligned with industry demands. The study employed a mixed-methods approach, and found that , the current AI-related courses are misaligned with industry demands and technological advancements, largely due to outdated content, insufficient faculty expertise, and inadequate infrastructure with Stakeholders expressing a strong need for the curriculum to evolve in order to better prepare students for the dynamic field of artificial intelligence and to keep up with technogical changes. Sun, 01 Sep 2024 00:00:00 GMT https://repository.biust.ac.bw/handle/123456789/720 2024-09-01T00:00:00Z https://repository.biust.ac.bw/handle/123456789/714 Opportunities and challenges of using the engineering education degree show to enhance problem-based learning Ntubu, Badziili; Mosalagae, Mosalagae; Orapeleng, Keletso; Chinnasamy, Vivekanandhan; Oladiran, Tunde M Organising an engineering education degree show is a challenge and a transformative opportunity. These events serve as a beacon of student innovation, a catalyst for industry-academia collaboration, and a spotlight on academic institutions. This concept paper takes the 2024 Mechanical, Energy, and Industrial Degree Show as a case study to unravel these complexities. While degree shows are mainly seen as a platform for students to showcase their technical skills and creativity, they also serve as a gateway for direct interaction between faculty, industry professionals, and potential employers, bridging the gap between academic knowledge and real-world application. Thus, this paper presents how an engineering degree show can potentially enhance the problem-based learning (PBL) initiatives at the university. While the benefits of such events are undeniable, their organisation requires meticulous planning and coordination. Similarly, graduating students also require different attributes to cope with the demands of a degree show organisation. The challenges, such as securing funding and sponsorship, engaging industry stakeholders, managing logistics, and supporting students in preparing their exhibits, are usually enormous. Additionally, promoting the event to attract a diverse audience and evaluating its success are critical components that require strategic execution. This concept paper assesses the degree show and unravels vital skills and competencies students gain from it, with a particular focus on how it promotes PBL outcomes. It suggests strategies to help future organisers and students assemble a successful degree show to enhance problem-based learning. By addressing these challenges, institutions can better prepare students for professional practice and foster stronger connections with industry. The solutions proposed in this concept paper can benefit other universities in organising and hosting successful degree shows. The article also introduces new perspectives on how engineering degree shows can effectively support problem based learning outcomes. . (ed.) Proceedings of the International Conference on Engineering Education and Management (IC2EM’24), 23–25 September 2024, Palapye, International University of Science and Technology Sun, 01 Sep 2024 00:00:00 GMT https://repository.biust.ac.bw/handle/123456789/714 2024-09-01T00:00:00Z