Lira University Institutional Repository

Preserving and sharing the scholarly, academic, research, and institutional output of Lira University for local and global access.

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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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Beyond the Device: Reforming Higher Education and Teacher Education Curricula from ICT Literacy to AI Pedagogical Readiness in East Africa.
(East African Journal of Education Studies, 2026) Kipleting, Cornelius Rugut
The rapid advancement of artificial intelligence (AI) is transforming teaching, learning, assessment, and educational practice, requiring education systems to rethink how future educators are prepared for AI enabled teaching and learning. The Nairobi Declaration on Artificial Intelligence and Emerging Technologies in Education for Eastern Africa (2024) highlights the need for education systems to strengthen AI capacity, ethical adoption and human-centred innovation. However, despite significant investments in digital infrastructure and ICT literacy across East African higher education institutions, many teacher education curricula remain focused on basic digital skills and technology operation rather than the advanced competencies required for AI-enabled teaching and learning. This creates a growing mismatch between existing teacher preparation approaches and the knowledge, pedagogical skills, and ethical awareness required for responsible AI integration. By adopting a qualitative conceptual research design supported by systematic document analysis published from (2020-2026) of contemporary scholarship and key policy frameworks, including UNESCO's AI Competency Framework for Teachers, the OECD Digital Education Outlook, and the African Union AI Strategy, this conceptual paper aimed to examine how higher education and teacher education curricula can transition from ICT literacy to AI pedagogical readiness. The paper argues that AI readiness requires more than technological proficiency; it requires educators who can critically understand, ethically evaluate, and pedagogically apply AI in teaching, learning, assessment, research, and professional practice. It proposes curriculum reform that positions AI pedagogical readiness as a core graduate attribute within teacher education. The paper concludes that coordinated curriculum reform, institutional support, and responsible AI governance are essential for preparing AI-ready educators capable of advancing equitable, innovative, and sustainable education in East Africa.
Adapting Competency-Based Innovative Pedagogies in Higher Education for East African Universities: Pathways to Human Capital Development and Economic Transformation.
(East African Journal of Education Studies, 2026) Kipleting, Cornelius Rugut
Higher education is under increasing pressure to produce graduates equipped with the competencies required for rapidly evolving knowledge economies, technological change, and sustainable development. However, despite widespread competency-based education reforms across East Africa, teaching in many universities remains predominantly lecture centred, limiting the development of critical thinking, problem-solving, creativity, collaboration, digital competence, entrepreneurship, and other transferable skills required by contemporary labour markets. This study employed an Integrative Literature Review (ILR) and thematic analysis of contemporary literature to synthesise global evidence on competency based innovative pedagogies (CBIPs) in higher education, and examine their contextual adaptation within East African universities. The findings indicate that CBIPs promote learner-centred, active, real-world, collaborative, technology-enhanced, and experiential learning that strengthens graduate competencies for lifelong learning and employability. Rather than advocating direct transfer of international pedagogical models, the study proposes a context-sensitive adaptation framework that integrates curriculum and assessment reform, academic staff development, digital transformation, university–industry collaboration, and enabling institutional and policy environments to support sustainable implementation. The framework demonstrates that pedagogical transformation, rather than curriculum reform alone, is essential for strengthening graduate competencies and advancing sustainable higher education transformation. The study concludes that context-sensitive adaptation of CBIPs can enhance graduate employability, foster innovation and entrepreneurship, and position East African universities as strategic contributors to sustainable human capital development and regional economic transformation.
Design and Implementation of a Road Flood Detection and Alert System for Urban Areas in Uganda
(East African Journal of Engineering, 2026) Xavierr, Mahande; Semwogerere, Twaibu; Rwahwire, Samson; Matovu, Davis; Odongtoo, Godfrey; Asingwire, Barbara; Alunyu, Andrew; Ocen, Gilbert; Bwire, JohnBoscow; Ssemakula, Shawal
In Uganda today, the land use has tremendously changed, especially in the urban areas, which has in turn led to significant changes in the climatic conditions. This has led to an increased frequency of storms and rainfall, leading to an increase in water runoff. As most of the surfaces are mostly impermeable and given the increased occupation of the swamps, most of this water finds its way onto the roads, leading to flooding, which puts the lives of the different road users, especially the motorists, at risk as well as increasing traffic congestion. A flood detection and alert system on roads is a system designed to monitor the state of the roads, especially at well-known flood points and then send out alerts to the different road users based on the data read. The system then notifies the motorists of which alternative route to use in case the particular route is flooded. The system will therefore reduce the fatalities on roads as a result of floods as well as save motorists time as they will be able to know beforehand what lies ahead of them and then act accordingly.
Gender and ICTs: The Emerging Reality and Measures for Achieving Equality in Uganda.
(East African Journal of Information Technology, 2026) Oyo, Benedict; Alunyu, Andrew Egwar; Akello, Christine Kalumera
The gender digital divide remains a challenge in Uganda, where the ICT sector is predominantly male-dominated. This imbalance hinders progress toward gender equality, a key component of Sustainable Development Goal 5. Due to past policy interventions, recent trends suggest shifts in female participation in ICT education and employment. This study examines gender disparities in ICT enrollment and employment, analysing barriers and proposing strategies for inclusivity. Using a mixed-methods approach, the study integrates document analysis, literature review, and consultations with ICT professionals and educators. Student enrollment data from Busitema, Lira and Gulu Universities were analysed to assess gender representation across ICT programs. Findings reveal significant gender imbalances: 83.8% of Computer Science, 79.4% of Computer Engineering, and 62.2% of Information Technology students are male. Additionally, the ICT workforce remains male-dominated (77.9%), particularly in technical and specialised fields. However, a promising trend shows increasing female enrollment in Information Technology education, suggesting a shift in gender participation. The study highlights persistent barriers to gender parity in ICT, such as program design, societal perceptions, and limited female representation in academia. To address these issues, the research proposes targeted interventions, including female-centred ICT curricula, mentorship programs, digital literacy initiatives, and industry-sponsored training opportunities. Hackathon camps and proactive female employment programs are also recommended to enhance career opportunities for women in ICT. Future research should evaluate the long-term impact of these interventions to ensure that increasing female enrollment translates into equitable employment opportunities in Uganda’s digital economy.
Navigating coastal futures: Harnessing GIS and multi-criteria decision analysis for sustainable resilience in Kerala's vulnerable Shores.
(Elsevier, 2026) Acanga, Alfred; Sreekrishnan, Ravi; Sabarinath S.; Maneesha, V. Ramesh; Hariprasad, K. M.
Extreme weather occurrences, particularly in densely populated coastal places like India, cause loss and devastation, hindering disaster preparedness and long-term viability of vulnerable populations. Research shows that hybrid models, such as Bayesian Networks and Coastal Vulnerability frameworks, outperform traditional methods for measuring coastal vulnerability to Sea Level Rise (SLR). However, their extensive geographical coverage has considerable limitations, including data scarcity and challenges in effectively capturing differences in tiny locations. This study uses Geographic Information systems (GIS) and Multi Criteria Decision Analysis (MCDA) to assess coastal vulnerability in two villages in Alappuzha district, Kerala. The parameters used include lithology, elevation, significant wave height, land cover, road network density, and population density. The Coastal Vulnerability Index indicates that site A (27.39/53.7%) is three times more vulnerable than site B (9.13/ 18%). The results show that lithology limits agricultural lifestyles at both locations. Geology, coastal slope elevation, and wave energy all influence risk exposure. Land use and cover changes have had different causes at each site, resulting in varying socioeconomic consequences. The study emphasizes the need for evidence-based methods that include local ecological knowledge and involve communities to improve coastal resilience in line with the Sustainable Development Goals (SDG). This work contributes to our knowledge of how localized adaptations minimize disaster risk and strengthen resilience in vulnerable coastal communities confronting climate change and socioeconomic pressures.