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By: Ahoto John Justice
Africa’s ambitions in nuclear science and technology are increasingly being matched by a new generation of students and young professionals gaining the skills needed to turn knowledge into practical solutions.
That trend was on display in Ekaterinburg, Russia, where more than 80 students from 15 countries gathered for the grand final of the second International Student Championship Global HackAtom, held from September 14 to 15 as part of the International Festival of Youth 2026.
Among the finalists were students from South Africa, Namibia and Egypt. The University of Zululand team from South Africa emerged as runner-up with a concept for a comprehensive future “atomic city” in southeastern Africa by 2050. Namibia also received recognition, winning an invitation to attend the Obninsk Tech Summer School in 2027.
Beyond the competition, the growing participation of African students highlights a wider effort to build human capacity in nuclear science, engineering, digital innovation and related technical fields.
Global HackAtom challenges students to develop solutions to real-world problems involving nuclear technology, energy, sustainability and digital transformation. This year’s national rounds covered 15 countries across Africa, Asia, Latin America and Europe.
For African participants, such programmes provide opportunities to gain technical knowledge, work with international experts, develop professional networks and experience practical approaches to nuclear technology.
Rwanda provides one example. Its 2025 Global HackAtom national round involved eight teams and 40 students from three University of Rwanda institutes. In 2026, two University of Rwanda students who won the Atoms Empowering Africa Video Contest travelled to Russia for the Obninsk Tech Summer University.
Their programme included training in nuclear technology, technological leadership, regulatory frameworks and legal responsibilities, alongside a visit to the world’s first nuclear power plant in Obninsk and practical simulation exercises.
Such experiences can help prepare young Africans for careers in research, engineering, regulation, energy, medicine, agriculture and other applications of nuclear technology.
The University of Zululand team’s performance in Ekaterinburg further demonstrated the potential of African students to apply their knowledge to development challenges.
The team’s proposed “atomic city” placed nuclear technology within a wider vision of infrastructure, urban development and economic activity in southeastern Africa.
The University of Zululand has also developed partnerships aimed at strengthening nuclear-related education and technical skills. The university has reported that more than 200 African students were studying nuclear-related disciplines at Russian institutions through such educational links.
Namibia is also placing emphasis on skills development. Its participation in Global HackAtom comes against the background of a significant uranium sector and efforts to strengthen technical expertise connected to the nuclear industry.
Training opportunities extend beyond nuclear power generation to areas including geology, uranium resources, radiation applications, medicine, agriculture, environmental monitoring, engineering and safety.
Rosatom has also reported training initiatives involving Tanzanian geology students, showing how nuclear-related skills development can extend into the upstream side of the industry.
The growing focus on human-resource development comes as African countries explore ways to strengthen their scientific and technological capacity.
The International Atomic Energy Agency has identified education, professional training and human-resource development as important components of nuclear development in Africa.
The challenge now is to ensure that international training translates into lasting capacity at home.
Students who receive international exposure can return to become researchers, engineers, regulators, educators and industry professionals. They can also mentor younger students and help transfer knowledge to universities, government institutions and private companies.
The next phase should therefore move from training individuals to building institutions.
Governments and universities can expand scholarships and specialised programmes while creating clear career pathways for graduates into energy, health, agriculture, mining, research and regulatory institutions. Regional cooperation could also allow African countries to share laboratories, research facilities, lecturers and specialised training.
Most importantly, African students should increasingly be given opportunities to develop solutions to African challenges—from electricity and healthcare to agricultural productivity, environmental monitoring and industrial development.
The significance of Africa’s presence at the Global HackAtom final therefore goes beyond the competition’s awards.
The University of Zululand’s runner-up finish, Namibia’s recognition and the participation of an Ethiopian representative on the international jury reflect growing African engagement in international nuclear education and innovation.
The bigger test, however, is what happens after these students return home.
If the knowledge, networks and experience gained through programmes such as Global HackAtom are transferred into African universities, industries, laboratories and government institutions, today’s participants could become tomorrow’s scientists, engineers, regulators and innovators.
For Africa, the long-term value of nuclear education may ultimately depend not only on how many students are trained abroad, but on how effectively that knowledge is brought home, shared and transformed into African capacity and solutions.
