Nairobi: Acting Chief Executive Officer of the Centre for Mathematics, Science, and Technology Education in Africa (CEMASTEA), Gladys Masai, has called for continuous professional development for teachers to equip them with the knowledge, skills, and innovative teaching approaches needed to prepare learners for emerging technological trends. Speaking during the ongoing 9th African School of Fundamental Physics and Applications (ASP2026), the CEO emphasized the importance of investing in teachers as a means to improve the quality of science education and prepare the next generation of scientists, engineers, and innovators.
According to Kenya News Agency, Gladys Masai highlighted that continuous professional development for teachers is essential to achieving quality teaching and learning in schools. She stated that physics is a crucial discipline driving scientific and technological advancement, providing the foundation for fields such as engineering, medicine, information technology, renewable energy, and space science. Despite its importance, teaching physics presents challenges due to its abstract nature, which many learners find difficult to relate to everyday life.
Ms. Masai stressed that teachers need to update their subject knowledge and classroom practices continually, given the rapid pace of scientific discoveries, technological innovations, and emerging pedagogical approaches. Continuous professional development enables physics teachers to deepen their understanding of complex concepts, improve pedagogy, address learner misconceptions, and integrate digital technologies into classroom instruction. It also strengthens assessment practices and inspires more learners to pursue careers in STEM fields.
She commended CEMASTEA for leading programs such as in-service education and training (INSET), which have strengthened STEM education in Kenya. The professional development programs offered by CEMASTEA are designed to transform classroom practice by promoting learner-centered instruction. These programs actively engage students in constructing knowledge, investigating scientific phenomena, and solving real-world problems.
CEMASTEA’s professional development initiatives promote inquiry-based and problem-solving approaches, hands-on laboratory investigations, and the effective use of virtual laboratories, simulations, and digital technologies. The institution also supports the implementation of the competency-based curriculum. Teachers participating in the programs engage in hands-on activities, experiments, demonstrations, simulations, and collaborative lesson design, allowing them to experience effective teaching approaches from a learner’s perspective before applying them in their own classrooms.
The CEO noted that the institution has expanded the use of virtual laboratories and computer-based simulations to promote equitable learning opportunities for all learners. These digital tools enable teachers and learners to visualize abstract physics concepts, conduct investigations that may be difficult in conventional school laboratories, and extend learning beyond the physical classroom.
Mentoring, collaboration, and professional learning communities remain central to sustaining teacher growth, enabling educators to continue learning from one another even after formal training programs. Through these trainings, teachers are increasingly helping learners connect classroom concepts with real-life situations and emerging technological developments, making physics more relevant and stimulating greater interest in STEM studies and careers.
The CEO called for stronger collaboration among schools, universities, research institutions, governments, and international partners to strengthen physics education and ensure teachers remain equipped to respond to rapidly changing scientific and technological landscapes. Preparing learners for emerging fields such as artificial intelligence, renewable energy technologies, quantum science, advanced manufacturing, space exploration, and data science begins with preparing their teachers.
