Re-thinking Technology-Mediated Learning in Ugandan Universities: A Narrative Review of Policy and Practice

Leonidas Natukunda, Florance Kirabo Nampijja, Francis Akena Adyanga & Omare Justine Momanyi
Faculty of Education, Kabale University, Uganda
Orcid: https://orcid.org/0009-0006-3545-7870
Email: natukundaleo@gmail.com

Abstract: Technology-mediated learning (TML) has become central to higher education globally, particularly as universities respond to massification, digitalisation, and post-COVID-19 disruptions. In Uganda, national ICT and education policies since 2003 have promoted the integration of digital technologies in universities; however, concerns persist regarding the extent to which these policies support pedagogically meaningful learning rather than technological access alone. This study adopted a narrative review design to synthesise policy and scholarly literature published between 2003 and 2025 on technology-mediated learning in Ugandan universities. Sources included national policy documents, peer-reviewed journal articles, and credible institutional reports. Literature was identified using Boolean search strategies across academic databases and official repositories. Thematic synthesis was guided by a socio-ecological framework and organised in a manner that progressed from global and Sub-Saharan African perspectives to national and Southwestern Uganda contexts. The review found that technology-mediated learning in Ugandan universities has largely been framed through technocratic policy orientations emphasising infrastructure, access, and continuity. While universities have widely adopted learning management systems and online platforms, implementation has often prioritised content delivery and administrative efficiency over pedagogical redesign. Significant policy–practice gaps persist, shaped by institutional capacity, academic staff preparedness, digital inequities, and limited pedagogy-explicit guidance, particularly evident during the COVID-19 period. The findings indicate that re-thinking technology-mediated learning in Ugandan universities requires shifting from technology-centred policies toward pedagogically grounded, context-responsive approaches. Coordinated action across policy, institutional, and teaching levels is essential to enhance learning mediation, equity, and sustainability in digital higher education.