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The study aims to identify institutional complexities affecting the preparation of student teachers in disability-related competencies for inclusive education in Uganda.

August 12, 2026Open Access

Institutional Complexities in Student Teacher Preparation in Disability-Related Competencies for Inclusive Education in Selected Ugandan Universities

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The study aims to identify institutional complexities affecting the preparation of student teachers in disability-related competencies for inclusive education in Uganda.
Convergent mixed-methods research design
40 university lecturers surveyed using questionnaires
8 semi-structured interviews conducted with purposively selected lecturers
60% of lecturers lacked formal training in inclusive education
Identified complexities included inadequate resources (M=3.74), limited professional development (M=3.66), and inadequate funding (M=3.58)
Weak institutional commitment and ineffective policy implementation were prominent barriers.

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Implication

Mixed-methods study reveals institutional challenges in training student teachers for inclusive education in Uganda, suggesting critical interventions.

Cite This Study

Edison et al. (2026) studied this question.

synapsesocial.com/papers/6a7c20ae06a85aed514b7a32 https://doi.org/10.5281/zenodo.21868656

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Implication

Mixed-methods study reveals institutional challenges in training student teachers for inclusive education in Uganda, suggesting critical interventions.

Institutional Complexities in Student Teacher Preparation in Disability-Related Competencies for Inclusive Education in Selected Ugandan Universities

Key Points

Discussion

Implication

Cite This Study

Institutional Complexities in Student Teacher Preparation in Disability-Related Competencies for Inclusive Education in Selected Ugandan Universities

Key Points

Discussion

Implication

Cite This Study

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