"Ubuntu Hackathons: Empowering Gender Equity in Technology and Education – A Case Study of the ZAMWILL Girls Hackathon"

• In Event: Exploring gender dynamics in educational projects and settings

Proposal

Introduction
This paper examines the transformative role of the ZAMWILL Girls Hackathon Project, which ran from 2023 to 2024 in Zambia. The project aimed to empower young women through technology education and foster innovation in addressing local and global challenges. With a focus on the United Nations Sustainable Development Goals (SDGs) and Zambia's 8th National Development Plan, the Hackathon engaged over 100 girls from 10 schools in the Copperbelt province in Zambia, tackling issues such as clean energy, waste management, and sustainable agriculture. This paper explores the broader impact of technology and education on young women, particularly their capacity to lead innovative solutions within their communities and assesses the scalability of these solutions through mentorship programs (ZAMWILL Final Report, 2024; Kalaba, 2024). Ubuntu, a Southern African philosophy that emphasizes interconnectedness and mutual care, serves as the foundation of the ZAMWILL Hackathon's approach (Metz, 2011; Ndholovu, 2022). It advocates for community-centred learning and collective problem-solving, values central to the mentorship and collaborative environment created within the Hackathon. This philosophy not only promotes individual empowerment but also fosters societal development, aligning with the ZAMWILL initiative's goal of equipping young women with the skills needed to create sustainable, community-driven solutions (Kalaba, 2024). This study aims to assess the effectiveness of Ubuntu-based hackathons as educational and empowerment tools for marginalized young women in rural Zambia. By embedding the ZAMWILL Hackathon within the Ubuntu framework, the study seeks to demonstrate how community-centred approaches can contribute to sustainable and scalable solutions to local challenges ((Sikazwe, 2006; Tamale, 2020).).
The study offers critical insights into the intersection of gender, education, and innovation in Sub-Saharan Africa. It highlights the unique barriers and opportunities young women face in accessing technology education and how community-based learning models like hackathons can foster educational equity and sustainable development. Using a qualitative research methodology, the study draws from case studies of the ZAMWILL Girls Hackathon Project. Data was collected through interviews with participants (students, teachers, and mentors), document analysis of Hackathon outcomes, and observations from the event. This approach provides an in-depth understanding of participant experiences and the initiative's impact on their communities. This research adds to the field of comparative and international education by showcasing how hackathons rooted in the Ubuntu philosophy can serve as transformative educational tools. It offers a new perspective on how technology education, tailored for marginalized girls in rural Zambia, can address local challenges while promoting global citizenship and sustainable development (Kalaba, 2024; Wane, 2011; Tamale, 2020).

Theoretical Framework
The theoretical framework for this study integrates Ubuntu philosophy, African, and critical pedagogy, focusing on the interconnectedness of gender, socio-economic status, and geographical location in shaping educational opportunities (Kalaba, 2024; Poltera, 2019). Ubuntu, an Indigenous African philosophy, emphasizes the values of community, shared responsibility, and collective problem-solving. As a humanistic and non-individualistic philosophy, Ubuntu complements feminist and decolonial perspectives by promoting inclusivity and mutual care in education. In the context of the ZAMWILL Hackathon, Ubuntu serves as the foundation for creating a mentorship-driven, collaborative learning environment that empowers marginalized girls to lead in technology fields and drive sustainable solutions in their communities (Kalaba, 2024; Tamale, 2020; Wane, 2011)
Africa-feminism critiques the colonial legacies that continue to shape educational systems and gender norms in Sub-Saharan Africa, advocating for the decolonization of education by including Indigenous knowledge systems such as Ubuntu (Tamale, 2020; Wane, 2011). By combining Ubuntu and African, this study not only highlights the intersectional barriers young women face in rural Zambia but also positions collective learning and leadership as pathways to educational equity and sustainable development. (Chisale, 2018; Metz, 2016; Oviawe, 2016).

Methodology
The study employed a mixed-methods approach, including qualitative interviews and focus group discussions with Hackathon participants, mentors, and teachers. (Chisale, 2018; Metz, 2016; Mitchell & Petrovic, 2018).
Surveys were also used to gather quantitative data on participants’ confidence in technology skills before and after the Hackathon, as well as the number of projects successfully implemented in local communities. This combination of data collection methods provided individual insights and a broader assessment of the Hackathon’s impact (Sikazwe, 2006; Oviawe, 2016).

Findings
Preliminary findings indicate that the ZAMWILL Girls Hackathon substantially impacted participants, particularly in boosting their confidence in technology-related skills and leadership capabilities. Over 80% of participants reported increased confidence in addressing local challenges through innovation. Furthermore, projects such as biogas production and vertical farming were implemented in several communities, contributing to regional development goals. The mentorship component, rooted in Ubuntu values, was a crucial factor in maintaining participant engagement. Mentors provided technical guidance and emotional support, reinforcing the community-centred ethos of the Hackathon and promoting long-term involvement in technology fields.

Significant contribution to the field
The ZAMWILL Girls Hackathon Project significantly contributes to gender equity in technology and education by demonstrating the transformative potential of Ubuntu-based, community-centred learning models. By incorporating Indigenous philosophies such as Ubuntu, the project shifts the focus from individual achievement to collective problem-solving and empowerment. This approach not only addresses the gender disparities in technology education but also fosters innovation that is rooted in the specific needs and challenges of local communities. Moreover, integrating mentorship, underpinned by Ubuntu values of care, reciprocity, and shared responsibility, has proven essential in sustaining long-term engagement and fostering leadership among young women. As such, the ZAMWILL Hackathon stands as a model for how Indigenous knowledge systems can be effectively applied to create more inclusive, culturally relevant educational frameworks that promote individual empowerment and sustainable community development, contributing significantly to ongoing discussions about decolonizing education in Sub-Saharan Africa.

Discussion and Conclusion
The findings suggest that Ubuntu-based hackathons can be powerful tools for education and empowerment, particularly for marginalized populations. However, the study also highlights the need for continued mentorship and partnerships to ensure the long-term sustainability of these projects. The ZAMWILL Girls Hackathon Project serves as a model for how educational interventions can not only address immediate challenges but also lay the foundation for long-term community empowerment.

Authors

• Rachael Kalaba, University of Toronto

• Christine Apiot Okudi, University of Toronto - OISE