IGNITING PEDAGOGICAL POWER AND SOVEREIGN SCHOLARSHIP

Journal of Curriculum Sovereignty and STEMMA Futures (JCSSF)

Vision

To serve as the definitive academic and policy platform advancing Africa’s leadership in transformative education (Education 6.0), indigenous knowledge systems, and the STEMMA paradigm—anchoring curriculum innovation in sovereignty, equity, and planetary sustainability.

Aims & Scope

JCSSF publishes original research, theoretical frameworks, case studies, thought leadership, and visionary commentaries that contribute to the reimagination of curricula, pedagogy, and digital futures in Africa and the Global South. It champions interdisciplinary and transdisciplinary work that intersects the domains of:

🔬 Science, Technology, Engineering, Mathematics, Medicine & Automation (STEMMA)

📚 Curriculum Decolonisation, Knowledge Equity & Epistemic Justice

⚖️ Policy, Governance & Digital Sovereignty

🧠 Artificial Intelligence, Automation & Ethics in Education

🧬 Health Systems, Bioeducation & Biomedical Innovation

🎨 Storytelling, Institutional Identity & Education Branding

🌍 Pan-Africanism, Youth Innovation & Sustainable Development Goals (SDGs)

Editorial Philosophy

JCSSF privileges research that centers African agency, planetary responsibility, and interdisciplinary innovation. We especially welcome contributions from emerging scholars, policy entrepreneurs, and practitioners whose work challenges orthodoxies and dares to reframe the future.

📚 Scope of the Journal

Publishing Research that Advances Education 6.0 through STEMMA, LIKEMS, and SIM

🔬 Science, Technology, Engineering, Mathematics, Medicine & Automation (STEMMA)

The STEMMA domain—encompassing Science, Technology, Engineering, Mathematics, Medicine, and Automation—serves as a core intellectual pillar of the Journal of Curriculum Sovereignty and STEMMA Futures (JCSSF). Through the lens of the STEMMA framework, this domain investigates innovation as a sovereign act, not merely a technical function. It calls for research that positions automation-enhanced pedagogy as a catalyst for learner autonomy and futurist education. Scholars are invited to explore indigenous technological methodologies that merge ancestral epistemologies with engineering precision, advancing context-specific scientific inquiry that responds to local ecosystems, ethical imperatives, and infrastructural equity. Biomedical research within this domain seeks to elevate African health systems through culturally responsive interventions, while contributions in digital design interrogate systems architecture that empowers governance, education, and smart city development through self-authored code and sovereign platforms. All submissions must align with the transformative principles of Education 6.0—rooted in decolonial thought, technological liberation, and the redefinition of learning as a tool of dignity, power, and African agency.

📚 Curriculum Decolonisation, Knowledge Equity & Epistemic Justice (LIKEMS)

The LIKEMS domain embodies the structural and visionary imperatives of Education 6.0, advancing research that bridges systemic leadership, industrial revitalization, and transformative knowledge ecosystems. It invites contributions grounded in the six-fold progression—Leadership 6.0, Industry 6.0, Knowledge 6.0, Entrepreneurship 6.0, Manufacturing 6.0, and Skills 6.0—each representing a sovereign response to globalized models of development. Scholarly work in this space may examine competency-based pedagogies, post-industrial curriculum design, innovation-driven learning architectures, and educational strategies that reskill institutions for continental agency. Whether investigating new manufacturing models rooted in African resource sovereignty or entrepreneurial ecosystems built through epistemic resilience, research under LIKEMS must reflect a commitment to elevating education as a force for industrial, economic, and intellectual renewal. All submissions are expected to engage deeply with Education 6.0’s call for integrative, sovereign, and future-aligned knowledge creation.

⚖️ Policy, Governance & Digital Sovereignty (SIM)

The STEMMA framework—Science, Technology, Engineering, Mathematics, Medicine & Automation—is not a disciplinary silo; it is a sovereign logic of innovation applicable across the intellectual spectrum. Education 6.0 boldly calls for the stemmatization of all fields: Law, Arts, Business, Governance, and beyond—inviting scholars to rethink these domains through the prisms of systems design, critical computation, integrative intelligence, and contextual relevance.

Whether reimagining jurisprudence through data-driven justice, embedding algorithmic storytelling into performance arts, or redesigning entrepreneurial ecosystems with automation ethics, the act of stemmatizing invites a radical reconfiguration of knowledge. It empowers each discipline to function not as a derivative of Western epistemology, but as a sovereign site of futurist imagination and locally-authored infrastructure.

In this vision, STEMMA becomes not just a framework—it becomes a verb. To stemmatize is to modernize with dignity, to engineer with empathy, to compute with culture, and to design with sovereignty. The Journal of Curriculum Sovereignty and STEMMA Futures welcomes manuscripts that exemplify this transdisciplinary metamorphosis.

🧠 Artificial Intelligence, Automation & Ethics

This domain explores the ethical integration of artificial intelligence and automation across learning ecosystems, industries, and governance systems—guided by the STEMMA philosophy and the strategic imperatives of Education 6.0. It interrogates how AI reshapes skill development not only within classrooms, but across the broader spectrum of national capability: from agriculture to law, healthcare to media, manufacturing to public administration. Research in this domain may examine machine-human interaction in adaptive learning environments, indigenous algorithm design for sector-specific transformation, and equitable access to automation-enhanced career pathways.

More than a pedagogical conversation, this field reflects a continental challenge: how to cultivate skills and design intelligence that serve Africa’s future with autonomy and purpose. Scholars are invited to interrogate digital sovereignty, workforce modernization, and the moral architectures of emerging technologies. Whether through context-driven AI curricula, ethical frameworks for robotics, or skill infusion models that stemmatize traditionally non-technical fields, contributions must reflect Education 6.0’s drive to position intelligence—both artificial and human—as a tool of dignity, productivity, and sovereign development.

🧬 Health Systems, Bioeducation & Biomedical Innovation

This domain bridges STEMMA’s biomedical precision with LIKEMS’ industrial and entrepreneurial ethos to reimagine health education and innovation across Africa and the Global South. It invites scholarly inquiry into the development of sovereign health systems, emphasizing not just curriculum reform, but the full value chain of bioeducation—from theory to manufacturing. Research may explore the production of culturally responsive medical devices, design of indigenous biotech infrastructure, and reindustrialization models for healthcare technology. Emphasis is placed on pedagogies that cultivate future-ready health professionals, biomedical entrepreneurs, and ecosystem builders capable of reshaping local and continental health landscapes.

Contributions are encouraged to examine how automation and innovation intersect with ethical care, how manufacturing skills are embedded into health curricula, and how bioeducation can fuel industrial revitalization aligned with continental needs. Whether through decentralized diagnostic systems, smart device integration, or innovation labs for public health sovereignty, this domain positions biomedical education as both a civic imperative and an industrial opportunity.

All submissions must reflect the ambitions of Education 6.0: to stemmatize health education, industrialize its outcomes, and modernize its delivery—ensuring Africa’s populations are served by systems built from within, and for their futures.

🌍 Pan-Africanism, Youth Innovation & SDGs

This domain represents the convergence of STEMMA’s scientific and technological precision, LIKEMS’ values-driven skill architecture, and SIM’s transformative logic of implementation—mobilized to activate Sustainable Development Goals through sovereign educational design. It foregrounds youth as creators of intellectual property, not merely consumers of inherited systems, and positions their ingenuity at the center of continental renewal. Research within this domain may explore policy frameworks, enterprise models, and curricular ecosystems that empower young innovators to stemmatize their disciplines, industrialize local opportunity, and modernize developmental strategies aligned with Pan-African priorities. Emphasis is placed on the production of contextually rooted solutions for climate resilience, social equity, digital inclusion, and institutional sustainability. Whether investigating youth-led platforms, SDG-aligned curriculum prototypes, or solidarities forged across regional knowledge systems, contributions must reflect Education 6.0’s mission: to transform Africa’s developmental agenda from within—authored by a generation fluent in sovereignty, strategy, and systems thinking.

Editorial Introduction

Journal of Curriculum Sovereignty and STEMMA Futures (JCSSF)

In an era marked by epistemic rupture and technological acceleration, JCSSF emerges as the scholarly cornerstone of Education 6.0—a continental and global framework for transformative learning, intellectual sovereignty, and innovation without permission.

Founded in alignment with the STEMMA Leadership Summit, this journal serves as the official archive for publishing groundbreaking research, policy interventions, and pedagogical models that flow from the triadic pillars of STEMMA, LIKEMS, and SIM. It champions the creative authority of African scholars, practitioners, and youth who craft knowledge not for validation, but for liberation.

What distinguishes JCSSF is its transdisciplinary embrace: it does not merely catalogue academic inquiry, it curates curricular blueprints, institutional identities, and sovereign imaginaries. Its domains span from AI ethics to curriculum decolonisation, biomedical innovation to narrative design—each article a signal fire in the transformation of global education.

Here, theory becomes architecture, and research becomes resistance. The journal invites manuscripts that embody the spirit of Education 6.0: visionary, applicable, radical, and rooted. Whether through policy critique, storytelling methodology, or neural design thinking, contributors are called to publish work that provokes, builds, and liberates.

JCSSF is not simply a journal. It is a repository of the future, authored by those who refuse to inherit broken pedagogies.