Journal Articles

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/123

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Browsing Journal Articles by Subject "Inclusive education"

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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.
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    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.