The Integration of ICT for Effective Implementation of the Competence-Based Curriculum among Secondary Schools in Kyaka II Refugee Settlement, Uganda

Abstract

This study examined the role of Information and Communication Technologies (ICTs) in the implementation of the Competence-Based Curriculum (CBC) in secondary schools within Kyaka II Refugee Settlement, Uganda. Despite the potential of ICTs to enhance learning experiences, their usage remains limited. Employing a mixed-methods approach, data were collected from 102 respondents through surveys, interviews, and classroom observations. The findings reveal that while teachers adhere to CBC guidelines, the integration of ICTs into teaching practices is inconsistent. ICTs were utilized in less than 40% of observed lessons, and despite teachers receiving training from the project, only 25% felt confident in using ICT tools effectively. However, when ICTs were employed, there was a strong moderate positive correlation (r = 0.67) between ICT use and student engagement and motivation. Approximately 76% of students preferred ICT-enhanced lessons over traditional methods. Challenges such as limited ICT resources, including inadequate equipment, limited internet connectivity, negative attitudes, the digital divide, overcrowded classrooms, and insufficient access to up-to-date instructional technology, continue to hinder effective implementation. The study recommends increased investment in ICT infrastructure, comprehensive teacher training, and targeted student orientation to optimize CBC delivery. Addressing these issues is crucial for leveraging ICT’s full potential to improve educational outcomes in refugee settings.