Rethinking Uganda’s Higher Education Landscape: Pedagogical Innovation and Technology-Driven Assessment

Tonny Muzaale; John Paul Kasujja; Francis Kasekende

doi:10.37284/eajass.9.1.4434

Tonny Muzaale Nkumba University
John Paul Kasujja Nkumba University
Francis Kasekende Nkumba University

DOI: https://doi.org/10.37284/eajass.9.1.4434

Keywords: Teaching, Learning, Lecture-based Instruction, Student-centred learning, Technology-based Instruction

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Abstract

This study examines pedagogical innovation and technology-driven assessment as mechanisms for rethinking Uganda’s higher education landscape. Despite expanded access, universities continue to rely on traditional pedagogies and summative assessment practices that limit student engagement and learning outcomes. Guided by learner-centred and constructivist learning theories, the study employed an explanatory sequential mixed methods design. Quantitative data were collected from 382 students at Makerere and Kyambogo Universities using structured questionnaires, while qualitative interviews were conducted with 23 university staff and National Council for Higher Education (NCHE) officials. Quantitative findings revealed a significant positive relationship between innovative teaching approaches and student learning outcomes. Qualitative evidence showed that technology-enabled formative assessments such as e-portfolios, peer assessment, and project-based tasks promote critical thinking, learner autonomy, and motivation. However, weak policy enforcement, institutional resistance, and limited academic staff capacity constrain effective implementation. The study concludes that pedagogical transformation in Uganda’s higher education system requires coherent policy frameworks that institutionalise technology-supported formative assessment. It recommends targeted professional development for academic staff and strengthened NCHE regulatory oversight to ensure alignment between pedagogy, assessment practices, and graduate competencies

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