Current pedagogical approaches to science and technology policy studies in southern African universities may fail to provide students with the necessary capabilities to be effective as innovation policy practitioners. This study investigated whether consideration of epistemic diversity and the situatedness of knowledge could enhance student outcomes in terms of agency and self-efficacy. A pedagogical intervention was designed and implemented for a postgraduate course in engineering economics, following which the students rated their experiences through an online questionnaire. The COVID-19 pandemic partly disrupted the intervention, but also accelerated the use of blended learning as a means of mitigating the harmful effects of the consequent lockdown. The study revealed that most respondents felt that the intervention had helped them to feel more confident, respected and included. However, blended learning could not prevent the stressful experiences due to forced sheltering at home. The results support the importance of finding innovative ways to transform curricula and teaching methods in science and technology studies. Pedagogy based on the principles of epistemic justice, essential to ensure that students from different backgrounds have equal opportunities for personal growth, is challenging under remote learning conditions.

南部非洲大学当前对科学技术政策研究的教学方法可能无法为学生提供必要的能力，使他们能够有效地担任创新政策从业者。这项研究调查了认知多样性和知识定位的考虑是否可以提高学生的代理和自我效能感。针对工程经济学研究生课程设计并实施了教学干预措施，随后学生通过在线问卷对他们的经历进行了评分。COVID-19大流行在一定程度上中断了干预措施，但也加速了混合学习的使用，以此减轻了随之而来的封锁所带来的有害影响。该研究表明，大多数受访者认为干预措施使他们感到更加自信，受到尊重和包容。但是，混合学习不能防止由于在家里被迫避难所而产生的压力体验。结果支持寻找创新方法来改变科学技术研究课程和教学方法的重要性。在远程学习条件下，基于认知正义原则的教学法对于确保来自不同背景的学生享有平等的个人成长机会至关重要，这是一项挑战。结果支持寻找创新方法来改变科学技术研究课程和教学方法的重要性。在远程学习条件下，基于认知正义原则的教学法对于确保来自不同背景的学生享有平等的个人成长机会至关重要，因此是一项挑战。结果支持寻找创新方法来改变科学技术研究课程和教学方法的重要性。在远程学习条件下，基于认知正义原则的教学法对于确保来自不同背景的学生享有平等的个人成长机会至关重要，这是一项挑战。