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Innovative Open Educational Practices for Inclusive Lifelong Learning in Ugandan Universities: Exploring Pedagogies, Technologies, and Specialised Opportunities for Women and Persons with Disabilities
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Abstract
This study investigates the potential of Open Educational Practices (OEP) to advance inclusive lifelong learning within Ugandan higher education, with a specific focus on women and Persons with Disabilities (PWDs). Grounded in social justice and Universal Design for Learning (UDL) frameworks, the research employs a convergent mixed-methods design, combining quantitative survey data (N = 230) with qualitative insights from case studies, semistructured interviews, and focus group discussions across three public universities. Findings reveal that while OEP, such as flipped classrooms, MOOCs, and AI-mediated tools, offer flexible and scalable pathways for inclusion, their transformative potential remains constrained by systemic challenges, including infrastructural inequities, insufficient digital literacy, and institutional fragmentation. The study underscores the intersectional nature of exclusion in digital education and highlights the critical role of faculty development, inclusive pedagogy, and strategic policy alignment. Drawing on empirical evidence, it offers actionable recommendations for embedding context-sensitive, equity-driven OEP across Uganda’s higher education landscape.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 0192
Country
Uganda
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)