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This study investigates the transformative role of Artificial Intelligence (AI) in enhancing educator-student dynamics and teaching efficacy within Ugandan secondary schools, particularly under the framework of the Competency-Based curriculum (CBC). The study employs a mixed-methods approach, utilizing surveys, interviews, focus groups, and classroom observations to assess AI awareness, adoption, impacts on teaching and learning, and barriers to successful implementation. Findings reveal that while 90% of respondents are aware of AI tools and believe they align with CBC objectives, only 20% of teachers received formal training on AI. Additionally, concerns regarding over-reliance on AI tools and a subsequent reduction in face-to-face interactions are prevalence. This research provided actionable recommendations for policymakers and educators, including enhanced training programs, infrastructure investments, and the development of ethical guidelines for AI use in education. The study highlights the need for a balanced integration that promotes critical thinking and retains the human element in teaching.

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AI’s Role in Transforming Educator-Student Dynamics and Teaching Efficacy in Ugandan Secondary Schools: Advancing Quality Education in the New Competency-Based Curriculum

  • 会议论文

  • 发表日期：

    2026年

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  • Saadat Kimuli Lubowa Nakyejwe,
  • Samuel Walulumba,
  • Nashua Kimuli Nabaggala,
  • Eunice Ninsiima,
  • Juliet Joy Apio

摘要

This study investigates the transformative role of Artificial Intelligence (AI) in enhancing educator-student dynamics and teaching efficacy within Ugandan secondary schools, particularly under the framework of the Competency-Based curriculum (CBC). The study employs a mixed-methods approach, utilizing surveys, interviews, focus groups, and classroom observations to assess AI awareness, adoption, impacts on teaching and learning, and barriers to successful implementation. Findings reveal that while 90% of respondents are aware of AI tools and believe they align with CBC objectives, only 20% of teachers received formal training on AI. Additionally, concerns regarding over-reliance on AI tools and a subsequent reduction in face-to-face interactions are prevalence. This research provided actionable recommendations for policymakers and educators, including enhanced training programs, infrastructure investments, and the development of ethical guidelines for AI use in education. The study highlights the need for a balanced integration that promotes critical thinking and retains the human element in teaching.