The Mediating Role of Teacher Training and Learner Orientation in ICT Integration for Competence-Based Curriculum Implementation in Kyaka II Refugee Settlement

Jessica Kabasiita; Edmond Kagambe; Tawheed Kasiita; Maliko Kisembo; Aisha Namubiru; Edith Namutebi

doi:10.37284/eajit.7.1.2056

Jessica Kabasiita Mountains of the Moon University
Edmond Kagambe Mountains of the Moon University
Tawheed Kasiita Mountains of the Moon University
Maliko Kisembo Mountains of the Moon University
Aisha Namubiru Mountains of the Moon University
Edith Namutebi Mountains of the Moon University

DOI: https://doi.org/10.37284/eajit.7.1.2056

Keywords: ICT Integration, Teacher Training, Learner Orientation, Competence-Based Curriculum (CBC), Refugee Education

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Abstract

This study explored the impact of teacher training and learner orientation on the integration of Information and Communication Technologies (ICTs) within the Competence-Based Curriculum (CBC) in secondary schools in Kyaka II Refugee Settlement. Despite significant efforts to improve education in refugee contexts, effective ICT integration remains a complex challenge. The research examined how teacher training and learner orientation influence ICT usage, teacher preparedness, and student engagement in this distinctive educational environment. Utilizing a descriptive survey design and questionnaires, data was collected from 455 participants, including 89 purposively selected teachers and 366 randomly selected students. Data was analyzed using SPSS to generate descriptive statistics. The findings indicate that comprehensive teacher training positively affects ICT integration, with trained educators demonstrating enhanced confidence and competence in using ICT tools, as evidenced by a moderate positive correlation coefficient (r = 0.54). Oriented learners exhibited increased interest and engagement in ICT-driven learning. The study identified a gap between training outcomes and practical classroom application, suggesting a need for more hands-on and continuous professional development. Challenges such as inadequate ICT infrastructure, poor internet connectivity, and limited administrative support were significant barriers to optimal ICT integration. The study recommends implementing ongoing, hands-on teacher training programs, improving ICT infrastructure, establishing robust support systems within schools, and enhancing student access to ICT resources to address these challenges and support effective ICT integration in refugee education settings

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