Use of Distance Learning Solutions for Home Learning During the COVID-19 Period: The Context of Urban Poor Learners in Uganda

COVID-19 immensely disrupted livelihoods globally, with education being one of the hardest-hit sectors. School closures affected more than 1.5 billion learners worldwide, forcing governments to adopt distance learning solutions (DLSs) through varied education technologies (EdTechs). This paper explores the Ugandan context, focusing on the learning experiences of urban poor learners in Kampala City and Mukono Town. Drawing on situated learning theory and the concept of community of practice, the study employs a cross-sectional design, combining secondary data with qualitative primary data collected in 2021. Findings reveal that while Uganda instituted several measures to sustain learning, infrastructural gaps, socio-economic inequalities, and accessibility challenges limited uptake, particularly for learners in informal settlements. Learners with disabilities faced even greater exclusion due to the absence of assistive technologies. Implications point to the urgent need for investments in ICT infrastructure, context-sensitive approaches, and inclusive strategies to safeguard equitable access in future disruptions.