Browsing by Author "Mukhwana, Michael"

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Faculty readiness and institutional capacity for implementing competence-based and innovation-driven teaching approaches for students with visual impairment in public universities: a systematic review of Uganda
(The Uganda Higher Education Review, 2026-05-20) Odong, David Newton; Bika, Shankar Lal; Mukhwana, Michael; Singh, Jaswinder
Competence-based and innovation-driven teaching approaches are increasingly prioritised in higher education systems worldwide, particularly to enhance inclusive learning for students with visual impairment (SwVI). In Uganda, public universities are expected to align their instructional practices with the national competencebased curriculum reforms and equity commitments. This systematic review examined faculty readiness and institutional capacity to implement competence-based and innovation-driven pedagogical approaches for SwVI in Ugandan public universities. The review addressed four objectives: assessing faculty knowledge and preparedness; determining faculty attitudes towards inclusive, innovation-driven teaching; examining institutional resources and technologies for competence-based learning; and 179 Faculty Readiness and Institutional Capacity for Implementing Competence-Based and Innovation-Driven Teaching Approaches for Students with Visual Impairment in Public Universities: A Systematic Review of Uganda THE UGANDA HIGHER EDUCATION REVIEW exploring institutional support systems and policy structures that influence inclusive teaching for SwVI. Following the PRISMA guidelines, 24 peer-reviewed studies in Uganda, government policy documents, disability-inclusion frameworks, and accessibility standards, published in the last six years (2020-2025), were analysed. Findings indicate that while faculty demonstrate general awareness of Competence-Based teaching principles, most lack specialized training in inclusive pedagogies and accessible technology. Attitudes towards innovation-driven teaching are moderately positive; however, perceived workload, insufficient incentives, and inadequate institutional guidelines limit their implementation. Institutional capacity remains constrained by limited access to assistive technology, inaccessible digital platforms, and inconsistent implementation of inclusive policies. The review concludes that the successful adoption of competencebased, innovation-driven teaching for SwVI requires strengthened professional development, investment in assistive technologies, accessible digital ecosystems, and robust institutional governance frameworks. The study recommends mandatory faculty training, harmonization of policies across universities, integration of World Wide Web Consortium (W3C)/World Wide Accessibility Initiative (WAI) accessibility standards, and the establishment of comprehensive disability support centers.
Information and Communication Technology (ICT): it’s use in teaching students with low vision in secondary
(Kyambogo University, 2021-05) Mukhwana, Michael
The advancement in technology has revolved the teaching process world over making ICT one of the essential pedagogical tools for enhancing teaching for ‘All’. There has been a gap between ICT as a subject and integrating adapted ICT resources as a pedagogical tool to enhance teaching across all disciplines for Students with Low Vision (SWLV). This study, therefore, examined the use of ICT in teaching SWLV in Secondary Schools in Mukono District, Uganda. The study was guided by objectives, namely; the nature of ICT resources; teacher preparation in ICT and the use of ICT in teaching SWLV. The study was guided by Human Activity Assistive Technology (HAAT) model as a theoretical framework to try and understand how ICT resources are used in teaching SWLV. A case study design of the qualitative approach was used. The target population for this study was the Secondary Schools teachers and SWLV who were purposefully selected to participate. The semi-structured interviews and observation methods were utilized in collecting the data. The data obtained were thematically analysed to derive meaning from them. The findings revealed that Secondary Schools barely had low-tech ICT resources while high-tech ICT resources were available but inadequate. The teachers had generic basic informal ICT training without specific training in adapting and integrating ICT resources in teaching SWLV while ICT is minimally utilized during the teaching process while science-based subjects were challenging to use ICT resources as a teaching tool and the biggest obstacle towards adapting ICT resources to teach SWLV is lack of sufficient specific training. The study concluded that schools had inadequate appropriate ICT resources for teaching SWLV; teachers were not adequately prepared to use ICT as a pedagogical tool while the level of ICT integration in teaching remains at an initial stage in Secondary Schools. The study, therefore, recommends that more appropriate ICT resources for SWLV be made available in Secondary Schools by the Ministry of Education and Sports (MoES) and other stakeholders. In addition, more in-service and preservice training opportunities for teachers in adapting and integrating ICT to teach SWLV should be accorded while collaborative practice between Secondary Schools should be encouraged.
Innovative pedagogies for inclusive education : a systematic literature review of assistive technology within the universal design for learning framework
(Disability and Rehabilitation: Assistive Technology, 2026-05-27) Mukhwana, Michael; Lal Bika, Shankar; Kaur, Manpreet; Parmar, Paramjeet
Purpose The world continues to draw attention towards inclusive education as a contemporary remedy to the realisation of the right of every individual student to access equitable and quality education and holistic development in appropriate learning environments. Unfortunately, this goal remains challenging to attain globally, necessitating innovative pedagogical strategies that accommodate the diverse learning needs of students. This paper examines how the integration of Assistive Technology within Universal Design for Learning framework can empower educators to facilitate technologically inclusive, differentiated and equitable learning experiences and outcomes for all students. Materials and methods This study draws from a systematic literature review of 23 empirical studies, thematically analysed and presented, to highlight practical strategies for integrating innovative education-based technologies to advance 21st-century inclusive pedagogy. Findings The findings reveal that integrating Assistive Technology into the Universal Design for Learning-based approach enhances individualised learning opportunities, participation, autonomy and academic attainment, offering an accessible pathway to ensuring inclusive education. Nonetheless, barriers exist that require concerted efforts to mitigate and leverage Assistive Technology as pedagogical tools. Conclusion Assistive Technology integration within the Universal Design for Learning presents a powerful trajectory towards innovative, equitable and student-centred pedagogy in education. The study, therefore, offers practical insights for teachers, policymakers, and scholars seeking to leverage technology to promote 21st-century inclusive education pedagogy.
Innovative pedagogies for inclusive education: a systematic literature review of assistive technology within the universal design for learning framework
(Disability and Rehabilitation: Assistive Technology, 2026-05-27) Mukhwana, Michael; Bikab, Shankar Lal; Kaurb, Manpreet; Parmarb, Paramjeet
The world continues to draw attention towards inclusive education as a contemporary remedy to the realisation of the right of every individual student to access equitable and quality education and holistic development in appropriate learning environments. Unfortunately, this goal remains challenging to attain globally, necessitating innovative pedagogical strategies that accommodate the diverse learning needs of students. This paper examines how the integration of Assistive Technology within Universal Design for Learning framework can empower educators to facilitate technologically inclusive, differentiated and equitable learning experiences and outcomes for all students. Materials and methods This study draws from a systematic literature review of 23 empirical studies, thematically analysed and presented, to highlight practical strategies for integrating innovative education-based technologies to advance 21st-century inclusive pedagogy. Findings The findings reveal that integrating Assistive Technology into the Universal Design for Learning-based approach enhances individualised learning opportunities, participation, autonomy and academic attainment, offering an accessible pathway to ensuring inclusive education. Nonetheless, barriers exist that require concerted efforts to mitigate and leverage Assistive Technology as pedagogical tools. Conclusion Assistive Technology integration within the Universal Design for Learning presents a powerful trajectory towards innovative, equitable and student-centred pedagogy in education. The study, therefore, offers practical insights for teachers, policymakers, and scholars seeking to leverage technology to promote 21st-century inclusive education pedagogy.