The review of ICT requirements to suit Competency-Based Education and Training in Higher Education in Uganda

Joe Mutebi; Brian Mugisha; Ibrahim Adabara; Muhammad Tukur

doi:10.12688/f1000research.179325.1

Home Browse The review of ICT requirements to suit Competency-Based Education...

ALL Metrics

-

Views

-

Downloads

Get PDF

Get XML

Export

▬

✚

Policy Brief

The review of ICT requirements to suit Competency-Based Education and Training in Higher Education in Uganda

[version 1; peer review: 1 approved with reservations]

Joe Mutebi ¹, Brian Mugisha¹, Ibrahim Adabara¹, Muhammad Tukur²

PUBLISHED 15 Apr 2026

Author details Author details

¹ Computing, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda
² Fcaulty of Education, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda

Joe Mutebi
Roles: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Project Administration, Supervision, Validation, Visualization, Writing – Original Draft Preparation

Brian Mugisha
Roles: Validation, Writing – Review & Editing

Ibrahim Adabara
Roles: Data Curation, Methodology, Validation, Writing – Review & Editing

Muhammad Tukur
Roles: Methodology, Supervision, Validation, Writing – Review & Editing

OPEN PEER REVIEW

REVIEWER STATUS

Abstract

Background

By 2027, Higher Education Institutions (HEIs) in Uganda are expected to receive learners who have been studying under revised A-Level curriculum, which is competency-based. The essence of Competency-Based Education and Training (CBET) hinged on the notion of paradigm shifts from teacher-centered to learner-centered methods. Therefore, to maximize student potential, it would be prudent to match learning requirements with appropriate learning strategies as required by the CBET. Hence, this policy brief is intended to support the cause by identifying and putting together some of the key ICT policy requirements needed to support CBET development.

Policy and Implications

Notably, Information and Communication Technology (ICT) is among the key drivers of CBET and learner-centered methods. Hence, a proactive ICT policy that suit learner-centered techniques would be essential. Therefore, it is prudent in this policy brief to match ICT teaching/learning strategies with learning requirements. Otherwise, HEIs would run the risk of restricting student learning outcomes in the absence of proactive ICT policy.

Recommendation

Overall, this policy brief would guide curriculum development stakeholders by offering implementation strategies, by supporting administrators with the essential requirements for orienting teachers, and raise awareness among student body. Specifically; HEIs should incorporate ICT pedagogy training into staff development programs; implement national digital learning strategies in line with education policies; and use blended and flexible learning models to increase access and flexibility in educational systems.

Conclusion

A well aligned ICT learning strategies would maximize student potential, and make learning more effective. Hence, matching ICT teaching/learning strategies with students’ learning requirements is beneficial to HEIs. In this case, HEIs will be able to effectively utilize technology in teaching and learning through strategic capacity training, and institutional regulations, as well as promoting interactive and self-directed learning. Therefore, the need for a clear framework for digital pedagogy, and digital learning would be beneficial.

Keywords

Policy Brief, ICT Policy, ICT Pedagogy, Curriculum, Competence-Based Education and Training, Student-centered methods, Learning styles.

Corresponding author: Joe Mutebi

Competing interests: No competing interests were disclosed.

Grant information: The author(s) declared that no grants were involved in supporting this work.

Copyright: © 2026 Mutebi J et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

How to cite: Mutebi J, Mugisha B, Adabara I and Tukur M. The review of ICT requirements to suit Competency-Based Education and Training in Higher Education in Uganda [version 1; peer review: 1 approved with reservations]. F1000Research 2026, 15:526 (https://doi.org/10.12688/f1000research.179325.1) First published: 15 Apr 2026, 15:526 (https://doi.org/10.12688/f1000research.179325.1) Latest published: 15 Apr 2026, 15:526 (https://doi.org/10.12688/f1000research.179325.1)

1. Introduction

Globally, the requirements for Competency-Based Education and Training (CBET) resonate with the principles of Sustainable Development Goals (SDGs) 4, (Matu et al., 2026; Nganda et al., 2025). By 2027, Higher Education Institutions (HEIs) in Uganda are expected to receive learners who have been studying under revised A-Level curriculum, which is competency-based, (Nganda et al., 2025; Atibuni, et al., 2024). Hence, College of Health Science (CHS), Kampala International University (KIU) is in the process of revising its curriculum to commensurate with these groups of learners trained under CBET methods. In this case, the curriculum review process would be guided by the requirements of the CBET principles, focusing on practical skills and industry relevance. Specifically, the key CBET requirements would embrace outcome-based learning with focus on industrial engagement, emphasizing learner-centered methods with flexibility in the learning process. Strategically shifting the learning approaches from teacher-centered methods to student-centered methods, (Nganda et al., 2025; Atibuni, et al., 2024; Kalu, et al., 2023). However, by shifting the focus of educators to the students, learner-centered techniques would require a change in teaching/learning strategies. Notably, ICT have been identified as one of the key enabler of CBET methods. Hence, this policy brief is intended to support the cause by identifying and putting together some of the key ICT requirements needed to support CBET curriculum development process (Nganda et al., 2025; Atibuni et al., 2024).

Recently, the Ugandan government, through its regulatory bodies – UCC (Uganda Communication Commission), and NITA-U (National Information Technology Authority – Uganda), has established ICT-National Backbone Infrastructure (NBI) connecting more than 1,567 government facilities, including HEIs, (Mutebi & Magaret, et al., 2025). These technology infrastructure developments are crucial for enhancing public services, especially in the domain of education, health, and government, (Mutebi & Magaret, et al., 2025; Magumba, 2020; Bowman, 2019). Hence, HEIs in Uganda expounded on these opportunities by establishing commendable ICT standards for their respective institutions, (Mugizi, & Rwothumio, 2023; Edoru & Adebayoa, 2019). At CHS-KIU, education activities are being leveraged by ICT applications involving software for teaching/learning, research, academic administration, as well as student services, all supported by appropriate hardware and software systems, including network systems for internet access, (Akankwasa & Mutebi 2025; Nyakito, et al., 2021). Which are all in line with CBET principles, and SDG 4, (Matu, et al., 2026; Nganda, et al., 2025). Therefore, on this background, appropriate ICT applications would then be established and embrace to support the development and implementation of the ICT-driven CBET curriculum development accordingly, (Nganda, et al., 2025; Nyakito, et al., 2021).

1.1 Learner-centered methods

A learner-centered technique is an instructional strategy that moves the attention of educationist from the teachers to the students, making students more active participants in their own learning process rather than passive receivers of information and knowledge, (Namaalwa, et al., 2024; Bhatt, & Sharma, 2021). Therefore, encouraging student autonomy, utilizing active learning techniques like freelance discussions and problem solving skills, and adjusting to each student’s unique learning preferences and skills, which are all important requirements of the CBET requirements, (Atibuni, et al., 2024; Wambi, et al., 2022; Gnanapriya & Savitha, 2018). This approach encourages greater learners’ motivation and engagement by giving students greater control over learning process, while using the teachers as facilitators. In this case, ICT-driven CBET curriculum would focus on the methods that enhance personalized learning, increase learners’ engagement, increase learners’ collaboration, improve active exploration, and support teachers as facilitators of the learning process; (Byaruhanga & Kobusingye, 2024; Nguyen, et al., 2021; Bowman, 2019). However, in order to maximize potential and make learning more pleasurable and effective, it would be helpful to identify students’ learning styles and match them with appropriate teaching/learning strategies. This would help teachers/students to tailor learning strategies to suit their strengths, improving comprehension, memory, and confidence. While lowering learners’ frustration, as well as guiding on career choices to the associated fields appropriately, (Edulan, et al., 2025; Kanchon, et al., 2024; Kalu, et al., 2023).

In this case, ICT-driven personalized learning techniques would then enhance students to tailor their educational experiences by flexibly adapting to learning strategies that suit their own needs, pace, and learning styles. Which enhance learners’ involvement and motivation, (Kanchon, et al., 2024; Stephen, 2022). Appropriate learning resources enriched with digitized multimedia contents including gamified exercises, simulations, and videos would then increase learners’ engagement and make learning more dynamic, and engaging, (Adeyele, 2024; Stephen, 2022). On the other-hand, platforms like social networking sites and the existing learning platforms could be adopted and customized to allow learners to effectively collaborate with peers, share knowledge, and work on projects together, (Kanchon, et al., 2024). Notably, at personalized learning level, ICT applications also improve active exploration by moving away from a one-way (teacher-guided) information distribution mode to multiple modes, allowing learners to actively explore, discover, and solve problem at their own pace and space, (Kanchon, et al., 2024; Kalu, et al., 2023). Altogether, with ICT controlling information and learning resources, teachers would then be required to refocus and adjust on their roles, by directing students, facilitating discussions, and offering support, rather than being the sole sources of information and knowledge. All these would require reorientation of teachers to upgrade on their knowledge and skills in the area of ICT-driven CBET curriculum requirements. Hence, the outcome of this study would support the cause by providing guidance required to reorient the teachers/learners as required by CBET principles, (Kanchon, et al., 2024; Kalu, et al., 2023; Stephen, 2022).

2. Policy outcomes and implementations

Profoundly, the essence of CBET principles hinged on the notion of paradigm shifts from teacher-centered methods to learner-centered methods, (Bhatt, & Sharma, 2021). Learner-centered techniques are instructional strategy that moves the attention of educationist from teachers to students, making students more active participants in their own learning process rather than just passive receivers of information and knowledge, (Nganda et al., 2025; Atibuni, et al., 2024; Kalu, et al., 2023). Hence, to maximize student potential, and make learning more effective, it would be prudent to identify students’ learning requirements and match them with appropriate teaching/learning strategies as guided by CBET principles, (Afonso, et al., 2025; Atibuni, et al., 2024). This would help teachers/students tailor learning strategies to suit their strengths, improving comprehension, memory, and confidence, while lowering frustration, and even guiding career choices to the aligned fields accordingly, (Arlene, et al., 2025; El-Saftawy et al., 2024). Hence, this policy brief was intended to support the cause by outlining some of the policy guide that would support stakeholders to streamline and expedite the process of CBET curriculum development process. Subsequently, relieving curriculum development stakeholders by providing clearer implementation strategies, as well as proving administrators with some of the key requirements needed to orient teachers and sensitize the student community accordingly, (Nganda et al., 2025; Atibuni, et al., 2024; Kalu, et al., 2023).

3. The main aim of the policy brief

The main aim of the policy brie is to provide guidelines on how to match ICT teaching/learning strategies with learning requirements as guided by CBET principles.

3.1 Specific objective

Precisely, the specific objectives were to:

1) Identify ICT learning requirements of Health Science students at Kampala International University – Western Campus.
2) Examine ICT and CBET curriculum requirements, which are relevant to Health Science training at Kampala International University – Western Campus.
3) Develop a blueprint for supporting ICT-driven CBET curriculum development process at Kampala International University – Western Campus.

4. Actionable recommendations

A learner-centered technique makes students more active participants in their own learning process rather than passive receivers of information and knowledge. Hence, with ICT controlling information and learning resources, teachers would then be required to refocus and adjust on their roles, by directing students, facilitating discussions, and offering support, rather than being the sole sources of information and knowledge (Matu et al., 2026; Mutebi & Magaret, et al., 2025). Specifically; 1) HEIs need to incorporate ICT pedagogy training into staff development programs; 2) HEIs need to implement national digital learning strategies in line with education policies; and 3) HEIs need to use blended and flexible learning models to increase access and flexibility in educational systems.

5. Conclusion

The main obstacles to switching from traditional curricula to CBET include unclear implementation protocols and administrative support, inadequate training and preparation for teachers and students, as well as lack of resources and infrastructure. These issues are exacerbated by the short notice given to HEIs in Uganda to modify their curricula to meet CBET requirements by 2027, (Atibuni et al., 2024). Nevertheless, by consciously identifying and putting together some of the essential requirements needed to support CBET curriculum development process, these challenges could be mitigated. Hence, in order to help stakeholders streamline and expedite CBET curriculum development process at KIU-CHS, this policy brief was intended to support the cause by outlining the proactive ICT policy guideline to support cause. Thus, the policy brief would guide curriculum development stakeholders by offering implementation strategies, and support administrators with the essential requirements for orienting teachers and raise awareness among student body, (Nganda et al., 2025; Atibuni et al., 2024; Kalu et al., 2023).

Data availability

Underlying data

No underlying data associated with this article.

Extended data

Figshare: ICT-Driven Competency-Based Education and Training: College of Health Science, Kampala International University, Uganda.

The dataset is available for public view at https://doi.org/10.6084/m9.figshare.31752361, (Mutebi, 2026), and is kept in an Open file format. The DOI for the repository is 10.6084/m9.figshare.3175236, and it is CC-BY 4.0 licensed.

Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0).

References

Adeyele VO: Relative effectiveness of simulation games, blended learning, and interactive multimedia in basic science achievement of varying ability pupils. Educ. Inf. Technol. 2024; 29: 14451–14470. Publisher Full Text
Afonso A, Morgado L, Noguera I, et al.: Flexible Learning by Design: Enhancing Faculty Digital Competence and Engagement Through the FLeD Project. Educ. Sci. 2025; 15(7): 934. Publisher Full Text
Akankwasa L, Mutebi J: Framework for ICT applications in enhancing library service usage: A case of university libraries in South-Western Uganda. Alexandria. 2025; 35(3): 211–230. Publisher Full Text
Arlene DT, Estela LD, Billy SJ: Teachers’ perception, competence, and performance in flexible teaching: inputs for instructional management plan. J Educ Learn. 2025; 19(4): 1829–1836. Publisher Full Text
Atibuni DZ, Muzaale T, Capuc FO: The challenges of and strategies for competency-based assessment by Uganda National Examinations Board. J. Curric. Dev. Eval. Educ. 2024; 1(1): 12–31. Publisher Full Text
Bhatt S, Sharma P: Competency-Based Curriculum: A transition from teacher Centred to Learner Centred Pedagogy. Int J Educ Manag Stud. 2021; 11(2): 2261–2320.
Bowman WM: Technological Distribution in Uganda: Information and Communications Technology and the State in an Eastern African Nation. Rev. Policy Res. 2019; 36(6): 835–865. Publisher Full Text
Byaruhanga B, Kobusingye P: ICT in Education and Student Performance: A Case Study of Secondary Schools in Kampala. Metropolitan. J Soc Educ Res. 2024; 3(10): 670–683.
Edoru JM, Adebayoa TS: Information and Communication Technology in Ugandan Higher Education: A Case of Makerere University. Rwanda J Soc Appl Sci. 2019; 5(1): 24–35.
Edulan JMR, Galvan NG, Yangyang KQE, et al.: The Use of Technology in Instruction, Students’ Learning Styles, and their Academic Performance in English. Int J Res Innov Soc Sci. 2025; IX(I): 2594–2605. Publisher Full Text
El-Saftawy E, Latif AAA, Shams Eldeen AM, et al.: Influence of applying VARK learning styles on enhancing teaching skills: application of learning theories. BMC Med. Educ. 2024; 24(1): 1034.
Gnanapriya KM, Savitha S: Assessment of Learning Outcomes in Outcome Based Education. A Journal of Nehru Arts and Science College (Autonomous). 2018; 6(2): 22–25.
Kalu UO, Kalu SU, Udeala RC, et al.: Competency-Based Education & Training (CBET), A Practical Strategy for Sustainable Self Employment of Building Technologist. International Journal of Vocational and Technical Education Research. 2023; 9(3): 24–34. Publisher Full Text
Kanchon MKH, Sadman M, Nabila KF, et al.: Enhancing personalized learning: AI-driven identification of learning styles and content modification strategies. International Journal of Cognitive Computing in Engineering. 2024; 5: 269–278. Publisher Full Text
Magumba M: Key aspects of infrastructure development in Uganda. Journal of Economics and Sustainable Development (JEDS). 2020; 11(4): 116–120.
Matu JB, Mugo E, Ouma NO, et al.: Building Sustainable Futures Through CBET: Examining the Role of Teacher Preparedness and Leadership in the Implementation of Education-Related SDG Policies in Kenyan TVETs. Interchange. 2026. Publisher Full Text
Mugizi W, Rwothumio R: Universities’ capabilities and effective implementation of ELearning in public universities in Kampala City, Uganda. Uganda High Educ Rev. 2023; 10(2): 68–86. Publisher Full Text
Mutebi J, Magaret K, et al.: Interrogating the preparedness of Uganda's Higher Education and the Role of Information and Communication Technology in the era of COVID-19 Pandemic and its Aftermath. International Journal of Computer (IJC). 2025; 56(1): 10–31.
Mutebi J: ICT-Driven Competency-Based Education and Training: College of Health Science, Kampala International University, Uganda. Dataset. figshare. 2026. Publisher Full Text Reference Source
Namaalwa B, Dr. Josephine Bweyale J , Mugula O: The Stakeholders’ Opinions on the Learner-Centred Pedagogies Used in Competence-Based Curriculum (CBC) in Selected Secondary Schools in Kampala District. International Journal of Innovative Science and Research Technology. 2024; 9(3): 101–115. Publisher Full Text
Nganda AT, Kalanda ED, Kuteesa D, et al.: Trainers’ Readiness for Modularised Competency-Based Education and Training in Uganda: Insights from Regil Vocational Training Institute. The Uganda Higher Education Review Journal. 2025; 13(1): 71–92. Publisher Full Text
Nguyen KA, Borrego M, Finelli CJ, et al.: Instructor strategies to aid implementation of active learning: a systematic literature review. Int. J. STEM Educ. 2021; 8(1): 9. Publisher Full Text
Nyakito C, Amimo C, Allida VB: Challenges of integrating information and communication technology in teaching among national teachers’ Colleges in Uganda. East African Journal of Education and Social Sciences. 2021; 2(3): 157–171. Publisher Full Text
Stephen K: Factors Contributing to Effective Implementation of Competence Based Education and Training: A moderating effect of Information and Communication Technology; A Case of Selected VET and NACTE Colleges in Mbeya-Tanzania. International Journal of Marketing & Human Resource Research. 2022; 3(4): 188–202. Publisher Full Text
Wambi M, Ocheng TK, Were D, et al.: Teachers’ Perception on Implementing the Revised Lower Secondary Curriculum in Selected Schools in Uganda: A Focus on Emerging Issues and Coping Strategies. Journal of Effective Teaching Methods (JETM). 2022; 2(1): 175–288. Publisher Full Text

Comments on this article Comments (0)

Version 1

VERSION 1 PUBLISHED 15 Apr 2026

Author details Author details

¹ Computing, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda
² Fcaulty of Education, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda

Joe Mutebi
Roles: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Project Administration, Supervision, Validation, Visualization, Writing – Original Draft Preparation

Brian Mugisha
Roles: Validation, Writing – Review & Editing

Ibrahim Adabara
Roles: Data Curation, Methodology, Validation, Writing – Review & Editing

Muhammad Tukur
Roles: Methodology, Supervision, Validation, Writing – Review & Editing

Competing interests

No competing interests were disclosed.

Grant information

The author(s) declared that no grants were involved in supporting this work.

Article Versions (1)

version 1

Published: 15 Apr 2026, 15:526

https://doi.org/10.12688/f1000research.179325.1

Copyright

© 2026 Mutebi J et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Download

Export To

metrics

	Views	Downloads
F1000Research	-	-
PubMed Central Data from PMC are received and updated monthly.	-	-

Citations

0

SEE MORE DETAILS

CITE

how to cite this article

Mutebi J, Mugisha B, Adabara I and Tukur M. The review of ICT requirements to suit Competency-Based Education and Training in Higher Education in Uganda [version 1; peer review: 1 approved with reservations]. F1000Research 2026, 15:526 (https://doi.org/10.12688/f1000research.179325.1)

NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article.

track

receive updates on this article

Track an article to receive email alerts on any updates to this article.

Open Peer Review

Version 1

VERSION 1

PUBLISHED 15 Apr 2026

Views

4

Reviewer Report 07 May 2026

Adiyono Adiyono, Sekolah Tinggi IlmuTarbiyah Ibnu Rusyd Tanah Grogot, paser, Indonesia

Approved with Reservations

https://doi.org/10.5256/f1000research.197829.r475831

Question 1: Does the paper provide a comprehensive overview of the policy and its implementation context in a way that is easily understood by the general reader?
Answer: NO

Detailed Explanation: This paper fails to ... Continue reading

Question 1: Does the paper provide a comprehensive overview of the policy and its implementation context in a way that is easily understood by the general reader?
Answer: NO

Detailed Explanation: This paper fails to provide a comprehensive overview of the ICT policy and the implementation context of CBET in Uganda for three main reasons. First, the author does not cite or specifically reference official policy documents such as the Uganda National ICT Policy, the NITA-U Act, or the Ministry of Education's Circular on CBET. Readers are left unclear about which policy is being discussed, when it was enacted, and what the relevant articles contain. Second, the implementation context is presented fragmentarily without a clear chronology. For example, the author mentions 2027 as the target year for enrolling CBET graduates, but does not explain: when was the A-Level curriculum revised? What is the current status of CBET implementation in secondary schools? What percentage of schools have implemented it? What challenges have emerged? Third, key terms such as "proactive ICT policy," "matching learning strategies with learning requirements," and "ICT-driven CBET curriculum" are not operationally defined, making it difficult for general readers (including non-technical policymakers) to grasp their true meaning. Furthermore, there are no figures, tables, flowcharts, or conceptual frameworks to help visualize the relationship between policy, implementation, and outcomes. As a result, this article is understandable only to those already familiar with the technical terms of CBET and ICT in Uganda, despite the fact that Q1 journals require accessibility for a diverse international audience.
Question 2: Is the discussion of the implications presented clearly and accurately, and does it cite recent literature?
Answer: NO

Detailed explanation: This article lacks a stand-alone discussion section. Implications are only mentioned very briefly in the "Policy outcomes and implementations" section (page 4), which is less than 300 words long. Even there, the author simply repeats the definition of learner-centered methods without discussing the implications of the findings for theory, practice, or policy. Worse still, not a single citation of recent literature is used to support the claims of implications. Of the 30 references listed at the end of the article, only 7 (23%) were published in the last 3 years (2024-2026), with the rest being 5-8 years old. Scopus Q1 journal standards for policy briefs or research articles typically require a minimum of 40-50% of references from the last 3-4 years. Furthermore, all cited references are confirmation biased—none of the studies address ICT implementation failures in CBET, challenges in developing countries, or theoretical contradictions. Consequently, the discussion is uncritical, unbalanced, and unreliable as a basis for policy. Q1 journals expect authors to honestly address contradictory evidence and study limitations, rather than simply citing concurring literature.
Question 3: Are the recommendations clear, balanced, and justified based on the arguments presented?
Answer: PARTIAL

Detailed explanation: The recommendations (three points on page 4) are clear in language, but unbalanced and cannot be empirically justified. This imbalance is evident because the recommendations are addressed to only two stakeholder groups: HEIs (higher education institutions) and the government (through the national strategy). There are no recommendations for students (who should be the primary subject of CBET), industry/employers (who will absorb CBET graduates), civil society (as policy watchdogs), or professional organizations (such as medical associations in the case of KIU-CHS). Worse still, the recommendations are unjustified because the authors do not present any empirical data demonstrating that the problem they are intended to address actually exists. For example: What percentage of KIU-CHS lecturers currently possess ICT pedagogical competency? How low are students' internet access and device ownership rates? To what extent has the national policy on digital learning been implemented? Without such baseline data, the recommendations are speculative and their effectiveness cannot be measured. Furthermore, there is no prioritization among the three recommendations—they are all given equal weight, even though, given Uganda's limited resources, there needs to be a scale of priorities (e.g., lecturer training is more urgent than new infrastructure development). Finally, there are no measurable indicators of success for each recommendation.
This article is a policy brief that discusses the Information and Communication Technology (ICT) requirements to support the implementation of Competency-Based Education and Training (CBET) in Ugandan higher education institutions, using a case study of the College of Health Science, Kampala International University (KIU-CHS). Background: By 2027, Ugandan higher education institutions will be accepting graduates from a competency-based A-Level curriculum. The author argues that ICT teaching/learning strategies need to be aligned with student learning needs to achieve the CBET (student-centered, flexible, and outcomes-based) principles. The key recommendations are: (1) integrating ICT pedagogical training into faculty staff development programs; (2) implementing a national digital learning strategy aligned with education policy; and (3) using blended and flexible learning models to increase access and flexibility in the education system.

Fundamental Weaknesses: This article is not an empirical research study as it does not present adequate data collection methods, data analysis, findings, or discussion. This article is more of an opinion piece or policy essay than an evidence-based policy brief as required by journals.

Does the paper provide a comprehensive overview of the policy and the context of its implementation in a way which is accessible to a general reader?

No
Is the discussion on the implications clearly and accurately presented and does it cite the current literature?

No
Are the recommendations made clear, balanced, and justified on the basis of the presented arguments?

Partly

Competing Interests: No competing interests were disclosed.

Reviewer Expertise: My research interests include higher education policy, information and communication technology (ICT) in learning, and the implementation of competency-based curriculum (CBET) in developing countries, with particular experience in conducting article reviews for Scopus Q1 and Q2 indexed international journals in the fields of education, public policy, and educational technology.

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.

CITE

Report a concern

Respond or Comment

Comments on this article Comments (0)

Version 1

VERSION 1 PUBLISHED 15 Apr 2026

Open Peer Review

Reviewer Status

Reviewer Reports

	Invited Reviewers
	1
Version 1 15 Apr 26	read

Adiyono Adiyono, Sekolah Tinggi IlmuTarbiyah Ibnu Rusyd Tanah Grogot, paser, Indonesia

Comments on this article

All Comments(0)

Add a comment

Sign up for content alerts

Browse by related subjects

Back to all reports

Reviewer Report

4 Views

07 May 2026 | for Version 1

Adiyono Adiyono, Sekolah Tinggi IlmuTarbiyah Ibnu Rusyd Tanah Grogot, paser, Indonesia

4 Views Cite this report Responses(0)

Approved With Reservations

Question 1: Does the paper provide a comprehensive overview of the policy and its implementation context in a way that is easily understood by the general reader?
Answer: NO

Detailed Explanation: This paper fails to provide a comprehensive overview of the ICT policy and the implementation context of CBET in Uganda for three main reasons. First, the author does not cite or specifically reference official policy documents such as the Uganda National ICT Policy, the NITA-U Act, or the Ministry of Education's Circular on CBET. Readers are left unclear about which policy is being discussed, when it was enacted, and what the relevant articles contain. Second, the implementation context is presented fragmentarily without a clear chronology. For example, the author mentions 2027 as the target year for enrolling CBET graduates, but does not explain: when was the A-Level curriculum revised? What is the current status of CBET implementation in secondary schools? What percentage of schools have implemented it? What challenges have emerged? Third, key terms such as "proactive ICT policy," "matching learning strategies with learning requirements," and "ICT-driven CBET curriculum" are not operationally defined, making it difficult for general readers (including non-technical policymakers) to grasp their true meaning. Furthermore, there are no figures, tables, flowcharts, or conceptual frameworks to help visualize the relationship between policy, implementation, and outcomes. As a result, this article is understandable only to those already familiar with the technical terms of CBET and ICT in Uganda, despite the fact that Q1 journals require accessibility for a diverse international audience.
Question 2: Is the discussion of the implications presented clearly and accurately, and does it cite recent literature?
Answer: NO

Detailed explanation: This article lacks a stand-alone discussion section. Implications are only mentioned very briefly in the "Policy outcomes and implementations" section (page 4), which is less than 300 words long. Even there, the author simply repeats the definition of learner-centered methods without discussing the implications of the findings for theory, practice, or policy. Worse still, not a single citation of recent literature is used to support the claims of implications. Of the 30 references listed at the end of the article, only 7 (23%) were published in the last 3 years (2024-2026), with the rest being 5-8 years old. Scopus Q1 journal standards for policy briefs or research articles typically require a minimum of 40-50% of references from the last 3-4 years. Furthermore, all cited references are confirmation biased—none of the studies address ICT implementation failures in CBET, challenges in developing countries, or theoretical contradictions. Consequently, the discussion is uncritical, unbalanced, and unreliable as a basis for policy. Q1 journals expect authors to honestly address contradictory evidence and study limitations, rather than simply citing concurring literature.
Question 3: Are the recommendations clear, balanced, and justified based on the arguments presented?
Answer: PARTIAL

Detailed explanation: The recommendations (three points on page 4) are clear in language, but unbalanced and cannot be empirically justified. This imbalance is evident because the recommendations are addressed to only two stakeholder groups: HEIs (higher education institutions) and the government (through the national strategy). There are no recommendations for students (who should be the primary subject of CBET), industry/employers (who will absorb CBET graduates), civil society (as policy watchdogs), or professional organizations (such as medical associations in the case of KIU-CHS). Worse still, the recommendations are unjustified because the authors do not present any empirical data demonstrating that the problem they are intended to address actually exists. For example: What percentage of KIU-CHS lecturers currently possess ICT pedagogical competency? How low are students' internet access and device ownership rates? To what extent has the national policy on digital learning been implemented? Without such baseline data, the recommendations are speculative and their effectiveness cannot be measured. Furthermore, there is no prioritization among the three recommendations—they are all given equal weight, even though, given Uganda's limited resources, there needs to be a scale of priorities (e.g., lecturer training is more urgent than new infrastructure development). Finally, there are no measurable indicators of success for each recommendation.
This article is a policy brief that discusses the Information and Communication Technology (ICT) requirements to support the implementation of Competency-Based Education and Training (CBET) in Ugandan higher education institutions, using a case study of the College of Health Science, Kampala International University (KIU-CHS). Background: By 2027, Ugandan higher education institutions will be accepting graduates from a competency-based A-Level curriculum. The author argues that ICT teaching/learning strategies need to be aligned with student learning needs to achieve the CBET (student-centered, flexible, and outcomes-based) principles. The key recommendations are: (1) integrating ICT pedagogical training into faculty staff development programs; (2) implementing a national digital learning strategy aligned with education policy; and (3) using blended and flexible learning models to increase access and flexibility in the education system.

Fundamental Weaknesses: This article is not an empirical research study as it does not present adequate data collection methods, data analysis, findings, or discussion. This article is more of an opinion piece or policy essay than an evidence-based policy brief as required by journals.

Does the paper provide a comprehensive overview of the policy and the context of its implementation in a way which is accessible to a general reader?

No
Is the discussion on the implications clearly and accurately presented and does it cite the current literature?

No
Are the recommendations made clear, balanced, and justified on the basis of the presented arguments?

Partly

Competing Interests

No competing interests were disclosed.

Reviewer Expertise

My research interests include higher education policy, information and communication technology (ICT) in learning, and the implementation of competency-based curriculum (CBET) in developing countries, with particular experience in conducting article reviews for Scopus Q1 and Q2 indexed international journals in the fields of education, public policy, and educational technology.

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.

Respond to this report

Responses (0)

[1] Adeyele VO: Relative effectiveness of simulation games, blended learning, and interactive multimedia in basic science achievement of varying ability pupils. Educ. Inf. Technol. 2024; 29: 14451–14470. Publisher Full Text

[2] Afonso A, Morgado L, Noguera I, et al.: Flexible Learning by Design: Enhancing Faculty Digital Competence and Engagement Through the FLeD Project. Educ. Sci. 2025; 15(7): 934. Publisher Full Text

[3] Akankwasa L, Mutebi J: Framework for ICT applications in enhancing library service usage: A case of university libraries in South-Western Uganda. Alexandria. 2025; 35(3): 211–230. Publisher Full Text

[4] Arlene DT, Estela LD, Billy SJ: Teachers’ perception, competence, and performance in flexible teaching: inputs for instructional management plan. J Educ Learn. 2025; 19(4): 1829–1836. Publisher Full Text

[5] Atibuni DZ, Muzaale T, Capuc FO: The challenges of and strategies for competency-based assessment by Uganda National Examinations Board. J. Curric. Dev. Eval. Educ. 2024; 1(1): 12–31. Publisher Full Text

[6] Bhatt S, Sharma P: Competency-Based Curriculum: A transition from teacher Centred to Learner Centred Pedagogy. Int J Educ Manag Stud. 2021; 11(2): 2261–2320.

[7] Bowman WM: Technological Distribution in Uganda: Information and Communications Technology and the State in an Eastern African Nation. Rev. Policy Res. 2019; 36(6): 835–865. Publisher Full Text

[8] Byaruhanga B, Kobusingye P: ICT in Education and Student Performance: A Case Study of Secondary Schools in Kampala. Metropolitan. J Soc Educ Res. 2024; 3(10): 670–683.

[9] Edoru JM, Adebayoa TS: Information and Communication Technology in Ugandan Higher Education: A Case of Makerere University. Rwanda J Soc Appl Sci. 2019; 5(1): 24–35.

[10] Edulan JMR, Galvan NG, Yangyang KQE, et al.: The Use of Technology in Instruction, Students’ Learning Styles, and their Academic Performance in English. Int J Res Innov Soc Sci. 2025; IX(I): 2594–2605. Publisher Full Text

[11] El-Saftawy E, Latif AAA, Shams Eldeen AM, et al.: Influence of applying VARK learning styles on enhancing teaching skills: application of learning theories. BMC Med. Educ. 2024; 24(1): 1034.

[12] Gnanapriya KM, Savitha S: Assessment of Learning Outcomes in Outcome Based Education. A Journal of Nehru Arts and Science College (Autonomous). 2018; 6(2): 22–25.

[13] Kalu UO, Kalu SU, Udeala RC, et al.: Competency-Based Education & Training (CBET), A Practical Strategy for Sustainable Self Employment of Building Technologist. International Journal of Vocational and Technical Education Research. 2023; 9(3): 24–34. Publisher Full Text

[14] Kanchon MKH, Sadman M, Nabila KF, et al.: Enhancing personalized learning: AI-driven identification of learning styles and content modification strategies. International Journal of Cognitive Computing in Engineering. 2024; 5: 269–278. Publisher Full Text

[15] Magumba M: Key aspects of infrastructure development in Uganda. Journal of Economics and Sustainable Development (JEDS). 2020; 11(4): 116–120.

[16] Matu JB, Mugo E, Ouma NO, et al.: Building Sustainable Futures Through CBET: Examining the Role of Teacher Preparedness and Leadership in the Implementation of Education-Related SDG Policies in Kenyan TVETs. Interchange. 2026. Publisher Full Text

[17] Mugizi W, Rwothumio R: Universities’ capabilities and effective implementation of ELearning in public universities in Kampala City, Uganda. Uganda High Educ Rev. 2023; 10(2): 68–86. Publisher Full Text

[18] Mutebi J, Magaret K, et al.: Interrogating the preparedness of Uganda's Higher Education and the Role of Information and Communication Technology in the era of COVID-19 Pandemic and its Aftermath. International Journal of Computer (IJC). 2025; 56(1): 10–31.

[19] Mutebi J: ICT-Driven Competency-Based Education and Training: College of Health Science, Kampala International University, Uganda. Dataset. figshare. 2026. Publisher Full Text Reference Source

[20] Namaalwa B, Dr. Josephine Bweyale J , Mugula O: The Stakeholders’ Opinions on the Learner-Centred Pedagogies Used in Competence-Based Curriculum (CBC) in Selected Secondary Schools in Kampala District. International Journal of Innovative Science and Research Technology. 2024; 9(3): 101–115. Publisher Full Text

[21] Nganda AT, Kalanda ED, Kuteesa D, et al.: Trainers’ Readiness for Modularised Competency-Based Education and Training in Uganda: Insights from Regil Vocational Training Institute. The Uganda Higher Education Review Journal. 2025; 13(1): 71–92. Publisher Full Text

[22] Nguyen KA, Borrego M, Finelli CJ, et al.: Instructor strategies to aid implementation of active learning: a systematic literature review. Int. J. STEM Educ. 2021; 8(1): 9. Publisher Full Text

[23] Nyakito C, Amimo C, Allida VB: Challenges of integrating information and communication technology in teaching among national teachers’ Colleges in Uganda. East African Journal of Education and Social Sciences. 2021; 2(3): 157–171. Publisher Full Text

[24] Stephen K: Factors Contributing to Effective Implementation of Competence Based Education and Training: A moderating effect of Information and Communication Technology; A Case of Selected VET and NACTE Colleges in Mbeya-Tanzania. International Journal of Marketing & Human Resource Research. 2022; 3(4): 188–202. Publisher Full Text

[25] Wambi M, Ocheng TK, Were D, et al.: Teachers’ Perception on Implementing the Revised Lower Secondary Curriculum in Selected Schools in Uganda: A Focus on Emerging Issues and Coping Strategies. Journal of Effective Teaching Methods (JETM). 2022; 2(1): 175–288. Publisher Full Text

The review of ICT requirements to suit Competency-Based Education and Training in Higher Education in Uganda

Abstract

Background

Policy and Implications

Recommendation

Conclusion

Keywords

1. Introduction

1.1 Learner-centered methods

2. Policy outcomes and implementations

3. The main aim of the policy brief

3.1 Specific objective

4. Actionable recommendations

5. Conclusion

Data availability

Underlying data

Extended data

References

Comments on this article Comments (0)

Open Peer Review

Comments on this article Comments (0)

Open Peer Review

Reviewer Status

Reviewer Reports

Comments on this article

Browse by related subjects

Competing Interests Policy

Stay Updated