Open‑Source, Open Minds: A Case Study of the Bombeke Foundation’s Model for Empowering Youth in the Age of AI Disruption

DOI

10.2991/978-94-6239-676-0_8How to use a DOI?

Keywords

Open‑Source; Open Minds; AI Disruption

Abstract

The global skills gap continues to grow as many young people in underserved communities lack access to technology and practical Science, Technology, Engineering, and Mathematics (STEM) education. This paper presents a case study of the Bombeke Foundation’s model in Uganda, which combines open‑source hardware and software tools, a youth‑led design cycle, and project‑based learning to prepare children for opportunities in the age of artificial intelligence (AI). The model was piloted with eighteen children aged ten to sixteen in urban and peri‑urban Uganda. Over a three‑month period, participants engaged in biweekly design sprints supported by facilitators and co‑founders. A youth representative serving in a leadership role contributed ideas and feedback through ongoing dialogue with senior mentors, ensuring that children’s perspectives directly guided priorities and innovation. The preliminary results show how open‑source approaches can overcome resource constraints and generate meaningful learning outcomes. Children simplified 3D design tools such as Tinkercad by requesting drag‑and‑drop science templates, redesigned geometry learning around familiar plant shapes, developed the Dancing Waters project, which demonstrated how youth could translate theoretical STEM concepts into a practical, open‑source innovation that built both technical skills and creative confidence, and created a storytelling literacy tool using folktales that increased participation among learners including those who would otherwise be excluded, for example, shy learners. Post‑pilot surveys found that 85% of learners preferred these tools over chalkboard‑based teaching. This case demonstrates that grassroots innovation, when informed by youth voices and guided by sustained mentorship, can deliver scalable and culturally relevant solutions. We recommend that education ministries embed youth participation in EdTech design and that global funders support child‑led design labs to bridge the digital divide. The Bombeke Foundation’s work offers a practical framework for preparing the next generation of leaders in an AI‑integrated future. This study contributes to global discussions on AI readiness and equitable STEM learning in the Global South.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Alex Tumwesigye
AU  - Sukriti Pathak
AU  - Shikhar Kumar
AU  - Michael Mwebaze
AU  - Engineer Bainomugisha
PY  - 2026
DA  - 2026/05/15
TI  - Open‑Source, Open Minds: A Case Study of the Bombeke Foundation’s Model for Empowering Youth in the Age of AI Disruption
BT  - Proceedings of the 13th International Youth Conference in the series of “Youth for India @2047, AI Disruption and Opportunities: Preparing Youth for Global Challenges (IYC 2026)
PB  - Atlantis Press
SP  - 116
EP  - 135
SN  - 1951-6851
UR  - https://doi.org/10.2991/978-94-6239-676-0_8
DO  - 10.2991/978-94-6239-676-0_8
ID  - Tumwesigye2026
ER  -