Lira University Institutional Repository

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The Lira University Institutional Repository is a digital platform for collecting, preserving, and disseminating the intellectual and scholarly output of the University.

It provides access to theses, dissertations, journal articles, conference papers, learning materials, reports, university publications, and other research outputs produced by the Lira University community.

Through this repository, Lira University strengthens visibility, knowledge sharing, long-term preservation, and worldwide access to its academic contributions.

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Linguistic Landscape as a Pedagogical Tool in Literacy Development in Primary Schools in Lira City, Uganda
(PETER LANG, 2024) Adoko, Dennis Walter; Ssentanda, Medadi; Asiimwe, Allen
Who is involved and why in the linguistic landscapes in educational contexts? How are agency and activism reflected in educationscapes? These questions and more are addressed in the various contributions in this volume, thus expanding the boundaries of educationscapes through enquiries that focus on educational agency and activism. In particular, the collection sheds light on linguistic, semiotic and spatial agency and activism in different educational contexts around the world. By focusing on agency as social practice and activism as act to change, the studies broaden our understanding of the actors, and how they mobilize their linguistic and semiotic resources to shape the educationscape. The volume advances the study of linguistic landscapes in educational contexts and offers a critical approach to reflect on inequality, power and decolonialization of languages in educational spaces, as well as the professional development of future teachers. "[…] the volume presents both an exciting journey to very different parts of the world, and at the same time creates connection between the specific themes of each chapter through key concepts of activism and agency. In this book the reader is presented with deep contrasts that they may not have been aware of. Although this is not necessarily the primary goal of the volume, these comparisons embrace a value that can bring something remarkably new not only to the reader but also to the field itself.[…] the book is profoundly rich in information, thorough in its analysis, and objective in its description.[…] readers who are interested in the field of linguistic landscape in general and in educational context in particular would strongly appreciate this book, as they can gain inspirations of methodologies, and further reflect on their insights regarding activism and agency in educational contexts."(Enikő Biró, International Journal of Multilingualism, 10.7.2025)
Greening the Curriculum: An Exploration of How the Curriculum Can Be Tailored Towards Tackling Climate Change in East Africa
(East African Journal of Education Studies, 2026) Rugut, Cornelius Kipleting
Climate change remains one of the greatest global threats to sustainable development, with East Africa increasingly experiencing severe consequences such as droughts, floods, food insecurity, biodiversity loss, and socio-economic instability. Education systems have a critical role in preparing learners with the knowledge, skills, values, and attitudes necessary to address these challenges through sustainable practices and climate action. This paper explored how the curriculum in East African countries can be tailored to strengthen climate change education and promote environmental sustainability. The study employed a systematic literature review and document analysis approach, examining curriculum frameworks, policy documents, ministry reports, and higher education guidelines from Kenya, Uganda, Tanzania, and Rwanda. Findings revealed that although climate change education has not yet been comprehensively institutionalised in the region, significant progress has been made. The ongoing curriculum reforms, particularly the adoption of Competency-Based Curriculum (CBC), provide a strong opportunity in which climate change content can increasingly be integrated through cross-cutting themes, interdisciplinary teaching, learner-centred pedagogies, and practical experiential learning activities. The study further established that East African universities possess substantial opportunities to incorporate advanced climate change education through curriculum reviews, standalone courses, interdisciplinary programs, research, and innovation initiatives. The paper argues that effective greening of the curriculum requires stronger policy implementation, teacher training, development of climate learning materials, integration of climate issues across all disciplines, and promotion of experiential and community-based learning approaches. The study concludes that curriculum transformation can serve as a powerful strategy for building climate resilience, environmental responsibility, and sustainable development competencies among learners in East Africa.
Leveraging Technology to Promote the Implementation of Competency-Based Curriculum in Kenya and Uganda
(East African Journal of Education Studies, 2026) Rugut, Cornelius Kipleting
Despite growing investments in digital technologies and the adoption of Competency-Based Curriculum (CBC) reforms in Kenya and Uganda, there remains limited evidence on how technology can be strategically leveraged to support effective CBC implementation. Existing studies have largely examined curriculum reforms and technology integration separately, with insufficient synthesis of the opportunities, challenges, and practical strategies for technology-supported competency-based learning in the two countries. This study examined the role of technology in promoting the implementation of CBC in Kenya and Uganda. The study employed a qualitative desk review design based on a systematic analysis of peer-reviewed literature, government policy documents, curriculum frameworks, and reports from international organisations published between 2017 and 2026. Data were analysed using thematic content analysis to identify emerging patterns related to technology integration and CBC implementation. The findings revealed that technology enhances learner-centred pedagogy, personalised learning, continuous assessment, teacher professional development, digital literacy, communication, and access to educational resources. Technologies such as mobile learning platforms, virtual learning environments, digital assessment tools, and educational applications were found to significantly improve learner engagement and competency acquisition. However, inadequate infrastructure, limited teacher preparedness, unequal access to digital technologies, financial constraints, and persistent rural–urban disparities continue to hinder effective implementation. The study recommends increased investment in digital infrastructure, continuous teacher capacity building, development of localized digital content, equitable access policies, and strengthened stakeholder partnerships. The study concludes that technology is not merely a supporting resource but a critical driver of successful CBC implementation capable of improving educational quality, reducing learning inequalities, and preparing learners for participation in the digital knowledge economy.
Conceptual Framework for Developing a Curriculum that Promotes Diversity and Social Justice in Africa: An Exploration of Competency- Based Curriculum in East Africa
(East African Scholars Journal of Education, Humanities and Literature, 2026) Rugut, Cornelius Kipleting
Despite growing policy commitments to equality, inclusion, and human rights, many African societies continue to experience persistent challenges such as discrimination, social exclusion, gender inequality, ethnic tensions, and unequal educational opportunities. These challenges highlight the need for educational approaches that promote diversity, social justice, and social cohesion. This study explored the potential of Competency-Based Curriculum (CBC) to advance diversity and social justice in Africa, with particular focus on East Africa, and developed an African-centered conceptual model to guide curriculum development. The study employed a systematic literature review and qualitative document analysis of curriculum frameworks, policy documents, scholarly literature, and reports from international and regional organizations. The analysis examined contemporary perspectives on curriculum reform, inclusive education, social justice, diversity, and competency-based learning. Findings indicate that diversity and social justice can be effectively integrated into CBC through inclusive curriculum content, learner-centered and transformative pedagogies, values and competency development, inclusive assessment practices, teacher preparation, and community engagement. Based on these findings, the study proposes the African Diversity and Social Justice Curriculum Model (ADSJCM), a conceptual framework comprising six interconnected components designed to support the development of inclusive, equitable, and socially responsive education systems. The study concludes that curriculum reform grounded in African realities and competency-based principles can play a critical role in fostering social cohesion, inclusion, democratic participation, and sustainable development across the continent. Keywords: Competency-Based Curriculum (CBC), Diversity, Social Justice, Curriculum Development, conceptual framework, East Africa.
Expectations of the Student-Supervisor Relationship in Doctoral Studies
(International Journal of Research and Innovation in Social Science (IJRISS), 2019) Rugut, Cornelius Kipleting
Postgraduate supervision and particularly the student-supervisor relationship in doctoral studies has recently become a topic of great discussion in the academic arena. The relationship between the student and the supervisor is central to the successful completion of doctoral studies. As such, the focus of this study was to explore the nature of the student-supervisor relationship in the completion of educational doctoral studies in two African universities, namely, Nelson Mandela University in South Africa and Moi University in Kenya. Aqualitative approach was used, located within an interpretivist paradigm and positioned as an intrinsic interpretive case study. Convenient and purposive sampling was utilized to select participants who had recently completed their doctoral studies in education within the last five years. An individual semistructured interview and drawings were used to generate the data with ten participants, five from each of the two Universities. The data was analysed thematically and the model for interpersonal supervisor behaviour of Mainhard, Roeland, Tarkwijk and Wubbels (2009), was used to make meaning of the findings. The conclusions from the findings were used to generate implications which could be helpful to university management in improving postgraduate supervision and in so doing, promote the success rate of doctoral studies in African universities. Keywords: - Student-supervisor relationship, Supervisor, CUE: Commission for University Education