Many South African undergraduate students enter university science programs without foundational skills, especially those from disadvantaged educational backgrounds (Tlakula & Fombad, 2017; Nash, 2009). High schools often lack adequate laboratory infrastructure, scientific tools, and access to digital resources. As a result, students struggle with academic expectations, leaving them underprepared for data analysis, scientific reporting, and basic coding skills that are increasingly essential.
It is assumed that all university undergraduates are proficient in computer literacy and scientific communication. However, many lack digital literacy (Kajee & Balfour, 2011) and have never encountered coding or writing tools such as LaTeX. This gap in preparation contributes to poor academic performance, low self-confidence, and a sense of alienation, often leading to high dropout rates (Schlebusch, 2018; Fourie, 2020).
To address this, we propose a one-week Winter School for FNAS undergraduates at NWU to develop essential scientific skills. Using astronomy as an engaging and accessible platform, participants will access public datasets, clean and visualise data, apply the scientific method, and develop foundational analytical and conceptual skills.
Activities will include basic to intermediate Python programming using Jupyter Notebooks—tools that are integrated in the FNAS physics curriculum, ensuring alignment and sustainability; data analysis with astronomy datasets to foster scientific inquiry and critical thinking; and scientific communication and LaTeX training via Overleaf to present findings professionally. At the end of the programme, students work in pairs to make a scientific poster about astronomy using real data, and they create it digitally using LaTeX, promoting critical thinking, collaboration, and effective communication by translating technical work into accessible poster formats.
The Winter School concludes with a presentation day where students showcase posters to peers, staff, and facilitators, receiving feedback and building confidence in communicating scientific ideas. Participants receive certificates, and selected posters may be exhibited digitally, fostering technical competence, reflection, engagement, and readiness to contribute meaningfully to society. Post-programme engagement will include follow-up check-ins and academic support, and interaction via the Slack platform to track impact and guide participants as they transition to advanced undergraduate or postgraduate study.
Astronomy’s global relevance and open-access data serve as an ideal platform to foster scientific thinking, computational literacy, and digital inclusion. By using it as a gateway discipline, this project strengthens academic foundations and helps bridge the skills gap between high school and university science. It cultivates graduates who are scientifically and technically competent, collaborative, and prepared to contribute meaningfully to society.
Funded by the Development in Africa through Radio Astronomy (DARA), a project under the UK Science and Technologies Facilities Council
