iCOMMS engages in a wide range of research that critically examines the relationship between technology, equity, and lived experience across African contexts. Projects have explored gender-aware co-design in STEM innovation, particularly through the GeJuSTA initiative, which promotes inclusive digital development across multiple African countries. Research into rurality investigates how digital systems intersect with the unique needs and constraints of remote communities. Work on knowledge systems examines how institutional memory and informal knowledge influence service delivery and public-sector effectiveness.
In the area of infrastructure development, iCOMMS considers how physical and digital infrastructures shape access, participation, and innovation. Investigations into indigenous financial systems explore the interface between local financial practices and formal digital economies. The group also applies African feminist frameworks to reimagine digital inclusion in ways that are decolonial, gender-responsive, and community-led. Ongoing research into waste management foregrounds the role of power, data, and exclusion in shaping informal economies and urban environmental justice. Together, these projects reflect iCOMMS’ commitment to socially grounded, transdisciplinary research that advances justice through digital innovation.
As a research group based within the School of IT at the University of Cape Town, iCOMMS contributes actively to institutionally grounded research that bridges digital innovation with social transformation. The group engages in projects that examine the role of information systems in shaping educational access, equity, and institutional change.
Additionally, we focus on engaging with programmes and education approaches within UCT. This includes research into the cost-benefit analysis of development programmes at UCT, offering insights into the impact and sustainability of student support initiatives. iCOMMS also contributes to understanding the educational experiences of Black accounting students, highlighting systemic barriers and opportunities for more inclusive curriculum design. These studies reflect the group’s broader commitment to advancing equity in higher education through evidence-based, socially responsive research.