Journal Articles
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/123
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Item 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, JaswinderCompetence-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.Item 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, ParamjeetPurpose 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.Item Efficacy of the non-digital Ugandan banknote identifier(Kyambogo University (Unpublished work), 2024-10) Ayoli, MosesThis study investigated the efficacy of the non-digital Ugandan Banknote identifier. The research aimed to evaluate the accuracy, user-friendliness, and necessary modifications of this tool to facilitate independent financial transactions for people with blindness. Despite the innovation of the non-digital Banknote identifier, it’s mass production, circulation, and usage have not been fully realized, thereby prompting this study. An experimental research design was employed, involving an experimental group using the identifier and a control group without it. This setup enabled a comparative analysis of the efficacy of the identifier. Data collection combined quantitative and qualitative methodologies through triangulation, incorporating in-depth interviews and statistical analysis. Findings revealed that 88.9% of respondents affirmed the accuracy of the non-digital identifier, though 11.1% preferred traditional methods due to doubts about its reliability. Before the introduction of the identifier, persons with blindness relied on assistance from others or tactile methods, often leading to inaccuracies and potential exploitation. The identifier has significantly enhanced the accuracy and independence of persons with blindness in financial transactions. Regarding user-friendliness, 88.8% of respondents adapted to the device within a week. However, challenges such as difficulty inserting old or weak Banknotes and the inability to detect counterfeit notes were reported. Despite these issues, the majority of respondents found the device significantly useful for daily transactions. Respondents suggested several modifications to improve the usability of the device, including using durable materials such as wood or metal, increasing the size, adding tactile lines, and incorporating a talking feature to announce denominations. These recommendations align with previous findings emphasizing the importance of tactile features on currency for persons with blindness. The study concludes that while the non-digital Banknote identifier is an effective tool for persons who are blind, there is a need for further improvements and increased awareness to promote its adoption. Enhancing the durability of the device, incorporating additional tactile features, and exploring digital solutions could further facilitate financial independence and security for persons who are blind in Uganda.