The best way to make sure an industry survives is to ensure that the next generation has enough people invested to keep it going.

And given how they have revolutionised a lot of applications since their introduction, drones may have confidence in their existence at least for the foreseeable future.

Still, it would not hurt to cultivate the interest of young kids while they are still; and it was for this reason that WeRobotics nurtured Flying Labs franchises across the Global South.

A major mandate of custodians of these franchises is to spread the technology as wide as possible, among as many young people as possible as possible across the whole country; in the hope that more people would be inspired to lead the search for solutions to their problems.

Create a foundation for problem-solving and cross-curricular learning for drone programs. Here’s how our K–8 school approached cost, professional development and assessments to ensure sustainability.

In South Africa for example, South Africa Flying Labs chose some underprivileged children for a journey on drone-based robotics in 2021, which they have followed up with a drone soccer competition this year.

“By conducting these training sessions with the children, our hope as Flying Labs is that they will have their choices for career opportunities widened by the possibility of them choosing the drone industry,” said Jack Shilubana in 2021.

“The world we live in today is being disrupted by technology every day; and the jobs that will occupy these children in their adult lives may not even exist today.

“We want them to be prepared for such a disruptive future; and also hope that – through these early technological seeds we are planting – they will grow up to be the disruptors themselves and lead technological innovation from the front.”

Likewise, the Zimbabwe Flying Labs has also been making rounds around the country’s schools in fulfillment of their vow to reach drone and robotics technology to 10,000 children by the year 2026.

Early this year, experts from the start-up hosted two sessions with children between the ages of five and seven from four local schools.

“Our recent outreach in Bulawayo marks another step toward this ambitious goal. Partnering with Petra College, we conducted two interactive sessions for Grade 5 – 7 learners from four local schools, immersing them in the world of drones and aviation,” said Zimbabwe Flying Labs.

“The first session engaged 39 young learners (12 girls and 27 boys). The students were thrilled to witness automated drone flights and participated in practical activities, learning how to execute basic to advanced drone maneuvers. The session culminated in a lively drone race that left the students eager to explore careers in the drone industry.

The second session… brought together 25 learners from surrounding schools (and) focused on hands-on interaction with drones and technology. Highlights included 3D-printed drone frames and an introduction to 3D modeling software, which captured the students’ imaginations and inspired discussions on designing drones from scratch.

This program in Bulawayo builds on the successes of previous Zimbabwe Flying Labs initiatives in other provinces that include Mashonaland East, Masvingo and Harare, where the organisation to empowered the children through STEM workshops aimed at making technology education accessible to all.

“Through these programs, we’ve observed the impact of providing young learners with hands-on opportunities to engage with technology. Many students have expressed an interest in pursuing STEM careers, proving the effectiveness of these initiatives in sparking innovation.”

And while all these outreach efforts are welcome as a way to introduce the technology of drones to future generations. The best way to ensure a total buy-in would perhaps involve the schools themselves establishing drone programmes in education right at their campuses.

We know this is where the dream will die for less privileged schools in Africa – which are sadly in the majority – but one school in the USA seems to have cracked the code on introducing such a programme.

Below, we hope schools can learn some nuggets from Caitlin Hayes, a middle school science teacher and aerial drone coach at St. John the Apostle Catholic Parish in Virginia Beach, USA.

Drones have captured the imagination of educators and students alike. They’re a fixture at ed tech conferences and are featured in countless innovation grants. But in the rush to adopt the newest tools, drone initiatives often risk becoming one-off “wow” moments that are exciting for staff and students, but ultimately unsustainable.

Rather than treating drones as a passing novelty, our K–8 school has worked to embed them meaningfully into instruction. We designed a program that is built to last, thanks to a budget-conscious and standards-aligned approach.

The foundation of our success lies in grounding drone use in curriculum rather than cool factor. Instead of using the technology on occasional “drone days,” we incorporate drones into real, standards-based learning experiences across grade levels.

Integrate Drones Into Lessons Across Grade Levels

Upper elementary students begin drone exploration with block coding and simulations. They explore concepts such as lift, thrust and aerodynamics in a virtual space before ever touching any physical equipment. This helps build curiosity alongside a foundational understanding, and it reduces the chances that hardware will be damaged or mishandled.

As students continue into middle school, they take part in more advanced, hands-on projects. For example, as part of a geography unit, students might code the drones to simulate emergency supply drops or map areas of the school. The drones aren’t the focus of these lessons. Instead, they’re tools that help solve a problem.

To ensure safety as part of the program — and to teach the students additional responsibility — we incorporate the Federal Aviation Administration’s TRUST certification process into lessons for our middle school students.

By integrating drones into learning standards for math, science and language arts, we can ensure that learning is interdisciplinary and purposeful.

Find Creative Solutions for Program Costs

Cost can be a major concern for schools considering drone technology, but it doesn’t have to halt a program before it gets started. With numerous drone technologies available for education, there are options for schools working within any budget.

At our school, students designed the drone charging station using recycled materials and solar-powered elements, which were donated by the STEM club. The hands-on approach and involvement have deepened student investment, and the process of designing a charging station has taught students practical skills while minimizing long-term expenses for the school.

Encourage Internal and External Learning Opportunities for Staff

We knew that to make drones sustainable, we first needed to empower teachers.

Our staff participates in professional learning through regional and national drone education conferences to build their comfort and technical fluency. These experiences are then shared in what we call Flight Huddles, which are monthly staff sessions in which educators co-design lessons, troubleshoot and reflect on student progress.

Through sharing resources and success stories, we’ve built a culture that doesn’t rely on one tech champion, but instead supports collective ownership of the program.

Re-Evaluate What Success Looks Like for Students and Schools

Student and program success is measured by more than the number of flight missions that students complete. We look at students’ spatial reasoning, problem-solving, collaboration and communication skills.

They also learn to write technical briefs, present mission debriefs and reflect on their design decisions. We’re even seeing older students begin to mentor younger ones by teaching them flight safety, helping with coding and proposing new mission ideas. The drone program has become a tool for leadership and learning within our school culture.

Beyond the excitement of new ed tech, drones allow students to engage in critical thinking, engineering and collaborative problem-solving. Schools that want to start their own programs should align drone use with curriculum standards, invest in affordable and scalable equipment, support professional development for teachers, and measure student success in soft skills as well as technical lessons. These elements will allow schools to move beyond the buzz and build drone programs that truly take off.

As I often tell my students and colleagues, “If you want your ideas to soar, don’t just launch them, build a runway.” A sustainable drone program isn’t about the flight, it’s about the foundation.