Challenges and Opportunities in Adopting ICT and AI for Competency-Based Curriculum in Rural Secondary Schools of Lango Subregion, Northern Uganda
Emmanuel Odit *
Department of Education, Tezpur University, Assam State, India and Department of Professional Studies, Faculty of Education, Lira University, Uganda.
Sashapra Chakrawarty
Department of Professional Studies, Faculty of Education, Lira University, Uganda.
*Author to whom correspondence should be addressed.
Abstract
Uganda’s education system is undergoing a major transformation following the introduction of the Competency-Based Curriculum (CBC) to replace the traditional knowledge-based model in lower secondary. The National Curriculum Development Centre (NCDC), under the Ministry of Education and Sports, is spearheading this reform to equip learners with practical competencies that align with Uganda Vision 2040 and the digital demands of the 21st century. At the heart of this curriculum is the integration of Information and Communication Technologies (ICT) to facilitate learning across all subjects. Effective integration of ICT and AI in this curriculum has the potential to accelerate the achievement of the objectives of these reforms by providing new modes of content delivery, expanding access to personalized learning, and strengthening continuous assessment systems. However, rural secondary schools, such as those in the Lango subregion, face persistent challenges such as inadequate ICT infrastructure, unreliable electricity, limited teacher digital competence, weak policy implementation, and low funding for digital innovation. Despite these barriers, significant opportunities exist, including supportive national policies like Vision 2040 and ICT in Education Policy 2019, expanding mobile and solar technologies, and growing potential for teacher capacity building and public-private partnerships. This paper suggests specific policy actions based on the Technological Pedagogical Content Knowledge (TPACK) and Digital Divide theories, along with successful examples from Kenya, Rwanda, Ghana, and Finland. These actions include investing in digital infrastructure in rural areas, incorporating AI and ICT teaching methods in teacher training, improving cybersecurity and data management, and supporting community-based digital projects. With strengthened policy coordination, adequate funding, and localized innovation, Uganda can bridge the digital divide and realize the CBC promise of equipping graduates with competencies to thrive in a rapidly evolving, digitally mediated economy, which is core to the Uganda Vision 2040.
Keywords: Competency-based curriculum, ICT in education, AI in education, Uganda, Lango subregion, policy