http://41.89.164.27:8080/xmlui/handle/123456789/392 2026-10-05T12:50:55Z http://41.89.164.27:8080/xmlui/handle/123456789/2832 Digital Infrastructure and Linguistic Repertoire Development among English Language Teacher Trainees: Evidence from a Ugandan University Dumba, Simon; Okemwa, Peter; Okari, Florence Mokeira This study explored the impact of digital infrastructure on the linguistic repertoires of English language teacher trainees at Kyambogo University in Uganda. While significant research has been conducted on digital access and connectivity in higher education within the Global South, the specific relationship between infrastructure and language development has not been adequately theorized or empirically investigated. The research incorporated data from a survey of 150 teacher trainees and semi-structured interviews with 10 English language teaching lecturers, employing a convergent mixed-methods design. The quantitative analysis revealed that access to computer laboratories was a significant predictor of linguistic repertoire development (β = 0.357, p < 0.001), while internet accessibility alone did not show a significant effect (β = 0.037, p = 0.578). The regression model accounted for 64.3% of the variance in linguistic repertoires (R2 = 0.643, adjusted R2 = 0.634). Qualitative data provided insight into these statistical results, indicating that structured, supervised, and shared access in laboratory environments offered greater contributions to language development than mere internet connectivity. Lecturers characterized laboratories as conducive environments for instructor oversight, equitable access, distraction management, and observable translanguaging practices, advantages unattainable through individual connectivity. These results challenge the assumption that connectivity is the primary concern in digital education infrastructure. This study enhances sociocultural theories, communities of practice, and translanguaging frameworks by illustrating that infrastructure bolsters linguistic repertoires when it is organized, equitable, and pedagogically managed. The findings suggest important implications for teacher education in multilingual African contexts, advocating for investments in structured access points that may provide greater benefits for language development compared to connectivity alone. 2026-08-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2831 Digital Interactions and Linguistic Repertoires: Evidence from English Language Teacher Trainees at Kyambogo University, Uganda Dumba, Simon; Okemwa, Peter; Okari, Florence Mokeira The purpose of this article was to investigate digital interactions and linguistic repertoires among teacher trainees at Kyambogo University in Uganda. It examines how three digital interactions trainee-trainee, trainee-lecturer, and trainee-content influence the linguistic repertoires of English language teacher trainees. The contention of the article is that digital platforms have become routine components of teacher education in multilingual contexts, yet the linguistic consequences of this integration remain empirically under studied. Drawing on a convergent mixed-methods study of 150 teacher trainees and 10 ELT lecturers, the study found that trainee-content interaction was the strongest predictor of linguistic repertoire development (β = 0.348, p < 0.001), followed by trainee-trainee interaction (β = 0.206, p = 0.026). Trainee-lecturer interaction showed no significant direct effect (β = 0.069, p = 0.393), suggesting its influence works indirectly through task design and feedback quality. Qualitative findings showed that digital platforms implicitly favour English while marginalising local languages, pushing trainees into translanguaging practices that remain institutionally unrecognised. The article concludes that digital interactions create unequal sociolinguistic environments, 2026-05-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2828 Digital Delivery Tools and Linguistic Repertoires: Which Platforms Matter for English Teacher Trainees in Uganda? Dumba, Simon; Okari, Florence Mokeira; Okemwa, Peter Digital delivery tools are central to English language teacher education in multilingual contexts, yet evidence on which specific tools influence trainees' linguistic repertoires remain scarce. This study investigated how digital delivery tools collaboration tools, learning management systems (LMS), virtual classrooms, video platforms, and work-showcase tools influence the linguistic repertoires of English language teacher trainees. A convergent mixed-methods design was employed, involving 150 teacher trainees (questionnaire) and 10 ELT lecturers (semi-structured interviews) at Kyambogo University, Uganda. Quantitative data were analysed using descriptive statistics, correlation, and multiple linear regression; qualitative data were analysed thematically. Regression analysis revealed that LMS (β = 0.346, p = 0.001) and collaboration tools (β = 0.257, p = 0.023) significantly predicted linguistic repertoire development, explaining 32.4% of the variance. Virtual classrooms (β = 0.157, p = 0.090), video platforms (β = -0.100, p = 0.250), and work-showcase tools (β = -0.050, p = 0.626) did not reach statistical significance. Qualitative findings showed that while video platforms were perceived as useful for listening comprehension, passive consumption did not drive repertoire development without structured tasks. Digital delivery tools influence linguistic repertoires unevenly. Tools that support sustained interaction, repeated language production, and peer feedback exert stronger effects than tools enabling passive consumption. Teacher education programmes should prioritise pedagogical integration of LMS and collaboration tools over mere provision of access. 2026-05-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2822 How Feedback Mechanisms within the Learning Management Systems Contribute to Curriculum Implementation Aruho, Felix; Kafu, Patrick; Emoit, Omuse Purpose: The purpose of this study was to analyse how feedback mechanisms within Learning Management Systems (LMSs) contribute to curriculum implementation in higher learning institutions, with specific reference to Kyambogo University. The study examined the extent to which LMS-enabled feedback mechanisms support interaction, learner engagement, collaboration, assessment, and effective curriculum delivery in digitally mediated learning environments. The study was grounded in Connectivism Theory and Transactional Distance Theory, which emphasize networked learning, dialogue, interaction, and the reduction of psychological distance between learners and instructors. Materials and Methods: The study adopted a parallel convergent mixed methods research design to generate both quantitative and qualitative data and to compare areas of convergence and divergence in the findings. A sample of 185 respondents comprising administrators, lecturers, and students was purposively selected from the Faculties of Engineering and Special Needs Education at Kyambogo University. Quantitative data were analysed using descriptive statistics, Pearson correlation, and regression analysis with the aid of SPSS, while qualitative data were analysed thematically to capture participants’ experiences and perceptions regarding LMS feedback mechanisms. Findings: The findings revealed that respondents strongly perceived LMS feedback mechanisms as effective in facilitating timely, accessible, reliable, and interactive communication, with all feedback- related items recording mean scores above 3.90. Correlation analysis established a statistically significant moderate positive relationship between feedback mechanisms and curriculum implementation (r = .346, p < .01). Regression analysis further showed that feedback mechanisms significantly predicted curriculum implementation (β = .383, p < .001), accounting for 14.6% of the variance (R2 = .146). Qualitative findings corroborated the quantitative results by demonstrating that automated, peer, and interactive feedback mechanisms enhanced learner motivation, self-assessment, collaboration, and academic discipline. However, infrastructural limitations, digital literacy gaps, and accessibility challenges constrained effective LMS utilization. Implications to Theory, Practice and Policy: The study contributes to Connectivism Theory and Transactional Distance Theory by demonstrating that LMS feedback mechanisms strengthen interaction, collaboration, and learner autonomy within digital learning spaces. Practically, the findings underscore the importance of investing in robust LMS infrastructure, continuous professional development, and inclusive digital learning strategies to enhance curriculum implementation. From a policy perspective, higher learning institutions and education policymakers should prioritize policies that support digital infrastructure development, accessibility, and sustained capacity building for lecturers and students to maximize the effectiveness of LMS-based feedback systems. 2026-06-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2821 Rethinking Curriculum Implementation in the Digital Era: The Role of Personalized Learning through Learning Management Systems Aruho, Aruho; Kafu, Patrick; Emoit, Omuse Abstract: The digital transformation of higher education requires a reconceptualization of curriculum implementation towards flexible, learner-centred, and adaptive approaches. Learning Management Systems provide opportunities for enhancing curriculum delivery through personalized learning, feedback, assessment, and learner engagement. However, universities continue to use LMS mainly for accessing learning materials rather than as tools for transforming curriculum implementation. This study examined the role of personalized learning through LMS in enhancing curriculum implementation at Kyambogo University. A convergent mixed methods research design was adopted, involving 185 administrators, lecturers, and students from selected faculties. Data were collected using questionnaires and interviews and analyzed through descriptive statistics, Pearson correlation, regression analysis, and thematic analysis. Findings revealed that LMS-supported personalized learning enhances flexibility, self-paced learning, access to diverse resources, individualized feedback, and learner autonomy. A significant positive relationship was found between personalized learning and curriculum implementation (r = .391, p < .001), while regression analysis confirmed personalized learning as a significant predictor of curriculum implementation. However, challenges including inadequate digital infrastructure, high internet costs, limited digital competencies, and accessibility barriers constrained effective LMS utilization. The study concludes that personalized learning through LMS provides curriculum implementation in higher education, but requires institutional policies, digital capacity development. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2819 Comparison of skills acquired during professional development trainings and training needs of TVET Trainers in Uganda Kemigisha, Innocent; Wanami, Simon Technical and Vocational Education and Training (TVET) systems depend fundamentally on the competence and adaptability of trainers. In Uganda, Continuous Professional Development (CPD) initiatives have been implemented through government and development partner interventions, yet questions remain regarding their alignment with trainers’ professional development needs. Guided by Experiential Learning Theory, this study examined the skills acquired through CPD and the professional development skills and competencies still needed by TVET trainers. The study adopted a pragmatic research paradigm and a mixed-methods explanatory sequential research design. Quantitative data were collected from 204 TVET trainers from 24 TVET institutions in Uganda’s Central Regionusing structured questionnaires, while qualitative data were obtained from 10 purposively selected key informantsfrom the Ministry of Education and Sports TVET Department and Education Development Partners. Quantitative data were analysed using descriptive statistics, including frequencies, percentages, means and standard deviations, and regression analysis, while qualitative data were analysed thematically. The findings revealed a high level of reported skills acquisitionalongside substantial continuing professional development needs. The strongest acquired skills included modern hands-on skills, communication, ICT competence and modern pedagogical skills, while major continuing needs included ICT integration, additional technical skills, assessment and evaluation, pedagogy, curriculum development and classroom management. The study concludes that CPD is contributing to substantial skills acquisition but does not fully address trainers’ evolving professional development needs. It recommends a competency-based, practice-oriented CPD frameworkthat prioritises ICT integration, technical updating, assessment, pedagogy, curriculum development and classroom management while maintaining existing strengths in communication, innovation and entrepreneursh 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2818 Evaluation of techniquesused in the delivery of CPD programmes for TVET trainersin Uganda Kemigisha, Innocent; Wanam, Simon; Mutai, Wesley The TVET sub-sector in Uganda recognizes CPD as vital for sustaining trainer competencies. This study used a pragmatist stance.This study evaluated techniques used in the delivery of Continuous Professional Development (CPD) programmes for Technical and Vocational Education and Training (TVET) trainers in Uganda. The study was guided by Adult Learning Theoryand the Kirkpatrick Evaluation Modeland adopted a concurrent mixed-methods research design. The target population comprised TVET trainers and administrators in institutions implementing CPD programmes, together with key stakeholders involved in CPD planning and implementation. The study involved 204 TVET staffand 10 key informantsfrom the Ministry of Education and Sports and Education Development Partners. Quantitative data were collected using a structured questionnaire and analysed using descriptive statistics and multiple regression, while qualitative data were analysed thematically. Findings showed high agreement that CPD programmes employed learner-centred and practical techniques, particularly Information and Communication Technology (ICT) engagement, practice platforms, training others, mentorship and baseline skills assessment. Regression analysis showed that the delivery techniques explained 6.0% of the variancein the selected CPD outcome (R² = 0.060; adjusted R² = 0.018); however, the overall model was not statistically significant, F(9, 194) = 1.42, p = .182. The study concludes that CPD programmes employ several appropriate learner-centred techniques, but their combinedcontribution to the selected outcome is limited. It recommends strengthening CPD needs assessment, learner-centred and practical delivery, institutional support, feedback and systematic post-training follow-up to enhance the application of acquired competencies 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2817 Impact of continuous professional development programmes on TVET trainers in Uganda Kemigisha, Innocent; Wanami, Simon; Mutai, Wesley Continuous Professional Development (CPD) is important for maintaining the technical and pedagogical competence of Technical and Vocational Education and Training (TVET) trainers. However, concerns remain about the extent to which CPD programmes improve trainer competence and which programme characteristics determine their effectiveness in Uganda. This study examined the impact of CPD programmes on the technical and pedagogical competence of TVET trainers and the influence of CPD programme characteristics on CPD effectiveness. The study was guided by Experiential Learning Theory. An explanatory sequential mixed-methods design was adopted. The target population comprised TVET trainers in Uganda who had participated in CPD programmes. A sample of 204 trainerswas selected using stratified random sampling, with key informants purposively selected. Data were collected using both structured questionnaires and key-informant interview guides and the data analysed using descriptive statistics and a multiple regression analysis for the quantitative data, while a theme analysis for the qualitative data was undertaken. The results indicate that CPD was instrumental in enhancing trainers’ overall (both technical and pedagogical) competence, especially in terms of acquiredskills, knowledge and professional behaviours and self-confidence while, to a lesser extent, on teaching techniques. The regression model was significant, F(4,199) = 33.13, p < 0.001 and accounted for 40.0% of the variance in the effectiveness of CPD (R =0.400) . The programmatically relevant content (β= 0.42, p < 0.01) emerged as the most significant predictor, followed by the incorporation of activity learning techniques in to the programmes (β= 0.35, p < 0.01), programme duration (β= 0.28, p < 0.05) while support provided by an institution was not statistically significant (β= 0.15, p = 0.11). The study thus concludes that while CPD does strengthen trainer’s competencies, its impact is significantly determined by certain program characteristics and the impact of CPD is currently less integrated with institutional development and training advancement. The study recommends a competency-based national CPD framework, needs-based content, practical and active learning approaches, sustained CPD opportunities, and stronger integration of CPD into institutional performance and career progression systems. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2816 Effect of attitudinal and professional transformation during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan, Uganda Kyagambiddwa, James; Okemwa, Peter; Nangendo, Isaac Attitudinal and professional transformation, including work ethic, professional identity, career goal clarity, self-confidence, responsibility, accountability, respect for authority, and employment transition readiness, represents a critical but under-researched outcome of industrial attachment in TVET. This study examined the effect of attitudinal and professional transformation during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan, Uganda. A convergent parallel mixed-methods design was employed, collecting quantitative data from 375 graduates and qualitative data from 10 key informants. Thefindings revealed that industrial attachment significantly improved work ethic, professional identity, career goal clarity, self-confidence, responsibility, accountability, respect for authority, and employment transition readiness. Responsibility and accountability showed the highest consistency, while employment transition readiness showed the strongest agreement. Correlation analysis revealed a strong positive relationship between attitudinal transformation and holistic graduate outcomes (r=0.715, p<0.001), with regression analysis showing that attitudinal transformation explains 51.1% of the variance in holistic graduate outcomes (R²=0.511), the highest explanatory power among all predictors. Qualitative findings confirmed that work ethic improves through exposure to real workplace expectations, professional identity develops as trainees adopt professional titles, and employment transition readiness makes trainees eager to seek work immediately after attachment. The study concludes that industrial attachment is a powerful mechanism for attitudinal and professional transformation. It recommends establishing professional identity development programmes, implementing a national Career Pathway Framework, and developing individual accountability assessment standards. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2815 Effect of employable skills acquisition during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan, Uganda Kyagambiddwa, James; Okemwa, Peter; Nangendo, Isaac ndustrial attachment serves as a critical bridge between theoretical training and workplace readiness in Technical and Vocational Education and Training (TVET). Yet, in Uganda, the effectiveness of industrial attachment in producing employable graduates is undermined by poor coordination, weak supervision, and persistent misalignment with labour market demands. This study examined the effect of employable skills acquisition during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan. A convergent parallel mixed-methods design was employed, collecting quantitative data from 375 graduates using structured questionnaires and qualitative data from 10 key informants (principals and industrial partners) through interviews. The findings reveal that industrial attachment provides hands-on experience with industry-standard equipment, opportunities to practice technical skills, acquisition of new job-specific techniques not taught at institutions, practical knowledge of industry safety procedures, and strong job-seeking confidence, with industry supervisors entrusting trainees with increasingly complex tasks. Correlation analysis revealed a moderate positive relationship between employable skills acquisition and holistic graduate outcomes (r=0.606, p<0.001), with regression analysis showing that employable skills acquisition explains 36.7% of the variance in holistic graduate outcomes (R²=0.367). Qualitative findings confirmed that attachment provides access to equipment not available at institutions, enables skill reinforcement through repeated practice, teaches quality standards through exposure to models such as Japanese 5S, develops time management through profit-driven deadlines, and builds confidence with many trainees retained by host companies. The study concludes that industrial attachment is a powerful mechanism for developing technical competencies, but its effectiveness depends on attachment duration, supervision quality, and placement relevance. It recommends extending attachment duration beyond the current six weeks, establishing an employer recognition scheme for quality supervision, implementing a national safety certification scheme, and creating a new technique repository to inform curriculum updates 2026-01-01T00:00:00Z