Faculty Readiness and Institutional Capacity for Implementing Competence-Based and Innovation-Driven Teaching Approaches for Students with Visual Impairment in Public Universities: A Systematic Review of Uganda. NCHE

Abstract

Competence-based and innovation-driven teaching approaches are increasingly prioritized in higher education systems worldwide, particularly to enhance inclusive learning for students with visual impairment (SwVI). In Uganda, public universities are expected to align their instructional practices with the national competence-based curriculum reforms and equity commitments. This systematic review examined faculty readiness and institutional capacity to implement competence-based and innovation-driven pedagogical approaches for SwVI in Ugandan public universities. The review addressed four objectives: assessing faculty knowledge and preparedness; determining faculty attitudes towards inclusive, innovation-driven teaching; examining institutional resources and technologies for competence-based learning; and exploring institutional support systems and policy structures that influence inclusive teaching for SwVI. Following the PRISMA guidelines, 24 peer-reviewed studies in Uganda, government policy documents, disability-inclusion frameworks, and accessibility standards, published in the last six years (2020-2025), were analyzed. Findings indicate that while faculty demonstrate general awareness of Competence-Based teaching principles, most lack specialized training in inclusive pedagogies and accessible technology. Attitudes towards innovation-driven teaching are moderately positive; however, perceived workload, insufficient incentives, and inadequate institutional guidelines limit their implementation. Institutional capacity remains constrained by limited access to assistive technology, inaccessible digital platforms, and inconsistent implementation of inclusive policies. The review concludes that the successful adoption of competence-based, innovation-driven teaching for SwVI requires strengthened professional development, investment in assistive technologies, accessible digital ecosystems, and robust institutional governance frameworks. The study recommends mandatory faculty training, harmonization of policies across universities, integration of World Wide Web Consortium (W3C)/World Wide Accessibility Initiative (WAI) accessibility standards, and the establishment of comprehensive disability support centers.