“VUT advances digital innovation through international partnerships, immersive technology training and practical digital fashion design applications.”
12 November 2026 | Story by: Sadiki Siphiwe | Picture: Sphephelo Dlamini
Nako ea ho bala metsotso e 6.
The Vaal University of Technology (VUT) is expanding its engagement with emerging technologies as it prepares students and staff for a rapidly changing world of work. Through international partnerships, innovative teaching approaches and practical demonstrations, the University is exploring how digital technologies can transform education, creativity and professional practice.
This commitment was evident during two presentations hosted at VUT Auditorium 100 on 5 November 2026, where academics from the Department of Visual Arts and Design demonstrated how immersive technology and digital fashion design are creating new possibilities for teaching, skills development and industry engagement.
Beyond showcasing technological advances, the presentations highlighted tangible progress in VUT’s digital transformation journey, including internationally developed training programmes, specialist courses, community outreach and practical applications that could strengthen graduates’ employability.
Turning international collaboration into practical skills
Central to these developments is VUT’s participation in the international Metaverse Academy Project, which focuses on advancing education, professional skills development and entrepreneurship in augmented reality (AR), virtual reality (VR) and extended reality (XR).
Coordinated by the Bursa Eskişehir Bilecik Development Agency (BEBKA) in Türkiye and co-funded by the European Union through the Erasmus+ programme, the initiative brings together 13 partner institutions and provides access to a free online learning platform offering 19 courses in immersive technologies and entrepreneurship.
VUT participates in the consortium alongside the Centre for Digital Transformation and Innovation Africa (CXI-Africa), contributing to curriculum development, specialist training, applied research and community engagement.
Importantly, the collaboration has already produced practical outcomes. The Department of Visual Arts and Design has developed and piloted specialist XR courses,
while training and awareness initiatives have reached University staff, students, alumni and young people from the Sharpeville community. More than 100 course certificates have been issued through these initiatives.
Associate Professor Anneke de Klerk, from the Department of Visual Arts and Design and VUT’s Metaverse Academy Project coordinator, emphasised the importance of translating emerging technologies into meaningful educational and industry applications.
“The Metaverse Academy Project presents an opportunity for us to rethink how we engage with knowledge, technology and innovation. It allows us to explore new ways of creating experiences, connecting disciplines and building meaningful relationships between the university and industry,” said Prof de Klerk.
The University’s involvement also extends to augmented reality heritage initiatives, including the Telling Together project, and the exploration of internship opportunities through the VADinc digital media incubator.
These developments demonstrate how international collaboration can create opportunities for students to acquire specialist skills while contributing to innovation within their communities.
Expanding international partnerships
VUT’s growing international engagement was further demonstrated during the Metaverse Academy Project’s final consortium meeting, held on 24 and 25 September 2026 at the Cape Town Creative Academy (CTCA), which VUT and CXI-Africa co-hosted.
The gathering provided an opportunity to assess project achievements and explore how the partnerships could continue supporting immersive technology education and entrepreneurship.
Among the potential outcomes is a proposed Memorandum of Understanding (MoU) between VUT and TED University in Ankara, Türkiye, focusing on interdisciplinary research, knowledge exchange and staff and student mobility.
Further discussions with CTCA and VUT’s Education Department are exploring curriculum development opportunities.
The University is also engaging with wider international initiatives, including the Finland–South Africa Digi-STEAM-SA initiative and the proposed Culture-Bridge collaboration. These engagements explore emerging applications such as digital archiving, photogrammetry, digital twins and generative artificial intelligence (AI).
While several of these opportunities remain under discussion, they reflect VUT’s efforts to establish partnerships that translate technological developments into educational and research opportunities.
Bringing digital innovation into fashion design
The presentations also demonstrated that digital transformation is not limited to immersive environments or advanced technological laboratories.
Ms Charlene van Schalkwyk (Keyser), a Fashion lecturer in the Department of Visual Arts and Design, illustrated how digital tools are transforming garment design and production through CLO 3D, a three-dimensional garment design and visualisation application.
Using a digitally constructed tailored coat, she demonstrated how designers can assemble garment components, examine corresponding two-dimensional patterns and identify potential construction challenges before producing a physical garment.
Her interactive course, titled Design for the Walk: Fixing a Coat That Restricts the Stride, explored how digital design can improve garment movement, comfort, functionality and appearance.
“Digital technology is changing the way fashion designers approach garment construction. Through CLO 3D, we can visualise designs, understand how different pattern pieces fit together and identify potential challenges before producing the actual garment. This creates opportunities for more innovative, efficient and interactive fashion design processes,” said Ms van Schalkwyk.
For fashion students, such applications offer opportunities to experiment, refine designs and develop technical capabilities relevant to contemporary creative industries.
The demonstration reinforced the importance of integrating digital technologies into established academic disciplines rather than treating technological innovation as a separate field of study.
Preparing graduates for a changing world of work
For those attending the presentations, the discussions offered valuable insights into how emerging technologies could influence different professions.
Ms Nhlanhla Nkosi, a staff member in the Public Relations Department, reflected on the importance of embracing technological developments and understanding how they can improve professional practice.
“What stood out for me was how technology is changing the way we work across different professions. As communication practitioners, we cannot afford to be left behind. We need to embrace these developments and explore how they can help us become more creative, effective and responsive in our work,” said Ms Nkosi.
For first-year student Ms Aysha Kunene, the presentations provided an opportunity to appreciate how technology is creating possibilities beyond traditional academic and professional boundaries.
“Before attending these presentations, I never imagined that technology could be applied in so many different ways. It opened my eyes to opportunities beyond what I am studying and made me realise how important it is to keep learning new skills. I want to be part of a generation that does not just use technology but also creates solutions through it,” said Ms Kunene.
Their reflections highlight the importance of exposing students and staff to emerging technologies, encouraging curiosity and developing the confidence to explore new ways of learning and working.
As immersive technologies, artificial intelligence and digital design tools increasingly influence professional environments, universities face growing expectations to equip graduates with practical skills, adaptability and the confidence to engage with technological change.
Through the Metaverse Academy Project and initiatives such as CLO 3D fashion design, VUT is demonstrating how international partnerships and innovative teaching approaches can support this transition.
These efforts contribute to the University’s Strategy 2033+ ambitions, particularly its emphasis on innovation, digital transformation, interdisciplinary collaboration and future-focused education.
More importantly, they demonstrate that preparing students for the future requires more than introducing them to new technologies. It requires creating opportunities for them to develop, apply and ultimately use those technologies to shape their professions and communities.