From 24–28 August 2026, the Central University of Technology (CUT), Free State, hosted the Second Annual International Teaching Week, bringing together participants and representatives from Namibia, Lesotho, Botswana, Ghana, Colombia and Kenya.
The international event provided a platform for academics from different disciplines and countries to exchange perspectives on the evolving role of higher education in responding to technological change, societal challenges and the changing world of work.
Representing the Energy Research Centre – NUL, Prof. Leboli Zak Thamae was invited to share his perspective on Engineering Education for Sustainable Development and Entrepreneurial Innovation.
Rethinking Engineering Education
Prof. Thamae’s presentation explored an important question:
How can universities prepare graduates to become not only technically competent, but also innovative problem-solvers who can respond to real challenges facing industry and society?
His presentation highlighted the need for engineering education to evolve beyond traditional approaches and place greater emphasis on problem-based learning, entrepreneurship and innovation, stronger university–industry and university–community connections, and innovation-oriented assessment.
This approach recognises that engineering graduates increasingly need to apply their technical knowledge to complex, real-world challenges. These include challenges related to energy access, climate change, water and sanitation, transport, agriculture, waste management, digitalisation and manufacturing.
Sustainability as a Core Engineering Principle
A particularly relevant message for sustainable energy was the importance of assessing engineering solutions beyond their technical performance.
According to the presentation, engineering solutions should also be considered in terms of their affordability, economic viability, environmental sustainability, social acceptability, resilience and maintainability.
This perspective is particularly important in contexts where resources are constrained and solutions need to be locally appropriate, scalable and resource-efficient.
Developing the Engineer of the Future
Prof. Thamae also highlighted the importance of developing “T-shaped” engineering professionals—graduates who combine strong technical expertise with complementary capabilities in digital skills, entrepreneurship, communication, leadership and interdisciplinary collaboration.
Such an approach can help graduates move beyond simply seeking employment towards identifying problems, developing innovative solutions and creating value for society.
A central message from the presentation was:
“The engineer of the future should not only be able to design a technically sound solution; they should be able to identify a real problem, understand its social and economic context, develop a sustainable solution, and take that solution from the laboratory to society and, where appropriate, to the market.”
Contributing to Sustainable Energy and Higher Education
The themes discussed during the International Teaching Week are closely aligned with the work of the Energy Research Centre – NUL, particularly the Centre’s focus on interdisciplinary education, research and the development of sustainable energy solutions.
The participation of Prof. Thamae provides an opportunity for the Centre to contribute its expertise to broader international conversations on how universities can equip graduates with the knowledge, skills and entrepreneurial capabilities needed to address complex sustainability challenges.
The Energy Research Centre – NUL congratulates Prof. Leboli Zak Thamae on this international academic engagement and his contribution to the ongoing dialogue on engineering education, sustainable development and innovation.
