_{By Ritah Namisango and Chris Kaahwa}

The Institute of Open, Distance and e-Learning (IODel) on behalf of Makerere University, in collaboration with a consortium of 21 partner institutions from 13 countries across Europe and Sub-Saharan Africa, is implementing a project titled: Critical Virtual Exchange in Artificial Intelligence (CVEinAI).

The participating countries include Italy, Denmark, Belgium, Ireland, Portugal, France, Romania, Ethiopia, Uganda, Kenya, Namibia, Ghana and Botswana with the University of Padua in Italy coordinating the consortium.

The CVEinAI is a three-year project which started in February 2025, and Makerere University is the only participating institution from Uganda.  The CVEinAI project team at Makerere University includes: Dr. Harriet Nabushawo-Project Investigator (P.I.), Professor Paul Muyinda Birevu (Co-PI), Dr. Harriet Najjemba, Dr. Richard Kajumbula and Ms. Hope Musiime.

Funded by the European Union and Makerere University Research and Innovations Fund (MakRIF), the CVEinAI project objectives include: Strengthening AI literacy, building the capacity of Higher Education Institution staff to embed Virtual Exchange within curricula, equipping student facilitators and teachers with critical approaches to AI, training educators to systematically identify and mitigate embedded biases and assumptions, and to explore challenges and risks of AI use across diverse contexts.

In pursuit of the objectives, the project team at Makerere University based the School of Distance and Lifelong Learning, and the Institute of Open Distance and e-Learning (IODEL) under the College of Education and External Studies (CEES) hosted an Open Day on 25^th March 2026, to onboard stakeholders by highlighting the activities accomplished, the work in progress, and above all, the expected impact of the CVEinAI in the higher education sector across Africa and Europe.

The Open Day featured speeches with authorities in the field articulating informed messages on the role of AI in the transformation of the education sector, as well as, presentations demonstrating the training and capacity building activities accomplished, and those in the pipeline. For instance, during the Open Day, the participants, witnessed the award of badges and certificates, to students and staff who had successfully completed the CVEinAI Course for Facilitators, as well as, the CVEinAI Upskilling Masterclass.

Listening to the speeches and presentations, the various stakeholders appreciated that the Critical Virtual Exchange in AI (CVEinAI) project, is aimed at reshaping how students and staff engage with Artificial Intelligence (AI) while strengthening their critical thinking skills.

Building critical thinking skills in AI and studying the risks of over-reliance on AI

Welcoming the staff, students, facilitators and stakeholders to the Open Day, the CVEinAI Principal Investigator and Dean, School of Distance and Lifelong Learning, Dr. Harriet Nabushawo, described the project as an approach for studying critical thinking skills in AI that connects students from Europe and Africa through digital tools to participate in structured technology-mediated collaborations.

“By integrating intercultural dialogue and collaborative learning, CVE moves beyond technical AI instruction to foster critical thinking and responsible innovation,” said Dr. Nabushawo, the Principal Investigator.

She stated that the project is a collaborative initiative involving 21 institutions from 13 countries across Europe and Sub-Saharan Africa, targeting over 2400 students through multiple training cycles between 2026 and 2027.

Dr. Nabushawo highlighted that the project will help the university respond to the growing concerns about the increasing reliance on AI in education. “AI is now widely used by students, lecturers and administrators. However, over-reliance on it risks weakening critical thinking and independent judgment,” she stated.

In the presentation, Dr. Nabushawo articulated that Critical Virtual Exchange (CVE) in AI offers a practical and transformative approach to implementation in higher education. She expounded that when effectively embedded, CVE not only enhances AI literacy, but also prepares learners to critically examine and shape the societal impacts of AI in diverse, real-world contexts.

AI is rapidly transforming the landscape of higher education

The Deputy Vice Chancellor (Academic Affairs) of Makerere University, Professor Sarah Ssali, in a speech read by Professor Robert Wamala, the Director, Directorate of Research, Innovations and Partnerships, emphasized that the CVEinAI was timely and relevant, noting that the project was being implemented when AI is rapidly transforming the landscape of higher education.

“AI is redefining the landscape of academia. AI is transforming how knowledge is generated, how learning is delivered, and how institutions collaborate across geographical and disciplinary boundaries,” stated Professor Ssali. Therefore, the CVEinAI Open Day marks a significant step in advancing the integration of AI into teaching, learning, and research at Makerere University.

The Deputy Vice Chancellor (Academic Affairs) stressed that for a research-led institution such as Makerere University, the CVEinAI project presents both an opportunity and a responsibility to harness technology in addressing societal challenges and driving sustainable development.

Professor Ssali guided that while AI offers great potential, its adoption must be guided by three key considerations: inclusivity and accessibility, ethical and critical engagement, collaboration and knowledge sharing. She advised that digital platforms should expand access to learning for all including distance learners and persons with disabilities while maintaining fairness and transparency. She added that technology should remain a tool that supports, not replacing human thinking.

Transformation of Makerere through digital pedagogy and innovative learning approaches

The Principal of the College of Education and External Studies (CEES), Prof. Anthony Muwagga Mugagga represented by the Deputy Principal, Professor Ronald Bisaso, commended the CVEinAI project team on its tremendous contribution to Makerere’s transformation through modelling digital pedagogy.

The Principal described the approach as an inclusive model bringing staff and students together into the innovation process. He urged the project team to be deliberate and extend the program to staff and students from other Colleges, to ensure that no one is left behind. He elaborated that the deliberate integration of CVEinAI will position the project to influence the entire academic ecosystem and solve problems.

The Principal commended the European Union and Makerere University Research and Innovations Fund (MakRIF) for funding the CVEinAI project will significantly enhance the teaching and learning processes as well as research and innovation.

CVEinAI enhances the mandate of IODEL

The Co-Principal Investigator and Director of IODEL, Professor Paul Muyinda Birevu, lauded Makerere University for its visionary and bold step of setting up the Institute. Professor Muyinda Birevu highlighted that IODEL plays a central role in advancing innovative teaching methods across Makerere University to promote digital pedagogy.

“Our work at IODEL relates to researching innovative curriculum design, innovative teaching and learning methods. The CVEinAI project is one of the innovative approaches to teaching and learning,” Prof. Muyinda Birevu stated.

He explained that the CVEinAI project is one of the approaches designed to introduce new ways of learning which consider diverse cultures, perspectives and real-world contexts. “This approach allows students and lecturers to engage beyond traditional lecture rooms and interact across different environments,” he said, adding that without such innovations, learning institutions risk falling behind in a rapidly changing academic landscape.

Responding to the concerns from staff, students and stakeholders on the ethical use of AI, Professor Muyinda Birevu revealed that IODel will hold focused meetings to sensitise staff and students. He assured the participants that AI had come to stay, and it was incumbent upon each stakeholder to adapt to AI. He noted that although AI will not replace human thinking and understanding, AI will enhance the delivery methods of individuals who choose to professionally integrate AI into their work and operations.

Importance of stakeholder involvement and collaborations beyond the University

Addressing the participants, Professor Fred Masagazi Masaazi, Chairperson of MakRIF Grants Management Committee underscored the role of leadership in winning grants and successfully implementing research projects.

Professor Masagazi Masaazi emphasized the importance of stakeholder involvement, noting that impactful projects must clearly identify who benefits from their outcomes. He praised the team for positioning the initiative as a university-wide effort that involves management, staff and students.

He encouraged researchers to embrace collaborations beyond the university, highlighting that partnerships (both local and international) are key to accessing funding and expanding the reach and impact of research projects.

Makerere University, on Thursday 26^th March 2026, hosted the School Stakeholders’ Exhibition, bringing together learners, teachers, researchers, and education policymakers to demonstrate how Uganda’s Competence Based Curriculum (CBC) can  be implemented through experiential learning and real-life situations.

The Exhibition was championed by graduate students from the College of Education and External Studies (CEES) and the College of Humanities and Social Sciences (CHUSS) guided by Dr. Anne Ampaire, a Lecturer of Educational Psychology at Makerere University.

With Dr. Anne Ampaire’s close supervision, the graduate students studying the Master of Early Childhood Education, Postgraduate Diploma in Education, and the Master of Education-Educational Psychology, teamed up with various schools and learners, to showcase the possibilities of taking classroom content into real-life situations.

For instance, at the pre-primary level, students in kindergaten and nursery schools (Two to Eight years) participated in the Early Childhood Development (ECD) sessions guided by their teachers, and graduate students pursuing the Master of Early Childhood Education at Makerere University.

Themed, School Stakeholders’ Responsibilities in Shaping Minds for Productive Life, the exhibition attracted pre-primary, primary and secondary school learners, university students, educators and stakeholders in the education sector.

The following university officials graced the School Stakeholders’ Exhibition: The Principal of CEES-Prof. Anthony Mugagga, the Dean, School of Psychology-Dr. Martin Baluku, and the Head of the Department of  Educational, Social and Organisational Psychology-Dr. Richard Balikoowa, Dr. Naomi Namanya-School of Psychology, and Ms. Ritah Namisango-Public Relations and Communication Specialist, who moderated the proceedings.

Education is no longer confined within classroom walls

Dr. Anne Ampaire, a Lecturer of Educational Psychology, welcomed the participants to the Exhibition,  an initiative designed to connect theory with practice through stakeholder collaboration.

 “Why is it important for Makerere University academic staff and students, to engage with headteachers, teachers, administrators, and learners from pre-primary, primary, and secondary levels? The answer lies in collaboration and shared responsibility, to effectively implement the Competence Based Curriculum,” she emphasised.

Dr. Ampaire explained that the Competence Based Curriculum represents a major shift in education delivery. “Education today is no longer confined to classrooms, not even the transmission of knowledge from teacher to the learners is adequate. The new Competence Based Curriculum focuses on developing competencies that prepare learners for a rapidly changing world,” she stated.

She highlighted the key competencies promoted under Competence Based Curriculum (CBC), including critical thinking, creativity, communication, and problem-solving. “With CBC, the learner is at the centre of this transformation, actively engaged in a learner-centred learning environment,” she added.

CBC grounded in psychology and experiential learning

Dr. Ampaire explained that the exhibition is rooted in educational psychology and field-based research conducted by Makerere University graduate students. “This work is grounded in early childhood education, psychology of learning, human development, and instructional science,” she said.

According to Dr. Ampaire, the School Stakeholders’ Exhibition re-affirms that learning is shaped by the environment and interaction. “The environment continuously shapes learning,” she stressed.

She emphasised that modern education is collaborative. “What I know, what you know, and what others know-when combined-form a stronger system. That is the direction education is taking,” she said.

Dr. Ampaire challenged traditional teaching models. “Gone are the days of teacher-centred learning where the teacher is the sole authority. Today’s learning model recognises that none of us knows it all,” she said.

Roleplays, drama, and cultural performances

A major highlight of the exhibition was a series of interactive performances by learners from different schools, who used drama, storytelling, and traditional dances to demonstrate CBC principles in action.

Pre-primary and primary learners guided by teachers and graduate students, staged roleplays reflecting everyday life situations, including family interactions, classroom discipline, peer pressure, and decision-making. The performances illustrated both positive and negative behaviours, with learners demonstrating how better choices could be made in real-life situations.

In one roleplay, a home setting illustrated the importance of parental attention and emotional bonding, showing how children respond better when given quality time and encouragement.

Another skit focused on classroom discipline, where learners acted out cases of dishonesty and conflict, later resolving them through dialogue, counselling, and cooperation between teachers and parents.

A nutrition-based performance demonstrated how diet affects learning outcomes, contrasting healthy meals such as fruits, eggs, and yoghurt with unhealthy options such as soda and processed snacks.

The exhibition also featured vibrant traditional dances performed by learners to cultural songs. The performances showcased unity in diversity and reinforced messages of identity, discipline, and teamwork.

We must be our brother’s keeper

Dr. Richard Balikoowa, the Head, Department of Educational, Social and Organisational Psychology, emphasised the importance of positive psychology in child development. “Human beings are dynamic and grow through stages of confusion, chaos, compromise, and change,” he said.

He urged educators to focus on constructive discipline approaches. “We should strengthen desired behaviour through positive reinforcement and carefully guide correction without harming the child’s wellbeing,” he said.

Identify formation and long-term development

The Dean of the School of Psychology, Dr. Martin M. Baluku, emphasised identity formation and long-term development.  He stressed the role of both teachers and learners in shaping future outcomes. “As teachers, we have a responsibility to shape minds and identities. At the same time, learners must actively shape themselves,” he said.

He called upon students to remain focused on their aspirations. “If you want to join Makerere University in future, you must work hard and take your studies seriously,” he said.

CBC is a bold and necessary reform

Dr. Ampaire described the Competence Based Curriculum (CBC) as a major transformation in Uganda’s education system. “CBC is a bold and necessary step. Education is no longer confined within classroom walls. Learning is everywhere. We should prioritize project-based learning and contextual education. A banana plantation is a laboratory. A craft workshop is a laboratory. Learners must connect classroom knowledge to real-life experiences,” she said.

Schools must embrace practical learning

The Principal of CEES, Prof. Anthony Mugagga, praised the initiative and urged schools to fully adopt CBC approaches. “Many schools are still struggling with how to implement the Competence Based Curriculum,” he stated.

He emphasised that learning must be practical and reflective of real life. “When a child observes behaviour, they may internalise it. That is why learning experiences must be carefully guided,” he said.

Prof. Mugagga urged learners to value time and education. “When faced with challenges at school and you feel like giving up, remember those other Ugandans who wish to be at school, but they are not able, due to lack of school fees,” he advised.

“Being at school is a golden opportunity that you need to utilize to become a better person. I encourage you to be hard-working, focused,disciplined and resilient as you pursue your studies,” he added.

Sharing his experience, Prof. Mugagga disclosed that he was once a student, who faced challenges, but he did not give up.

Prof. Mugagga informed the participants that he was a seminarian, and when his chances of becoming a priest did not materialize, he focused on other career paths within the education sector, rising up to the rank of Professor at Makerere University, and with ability to stand in front of the learners, to share words of wisdom and inspiration.

Stakeholders encouraged to support learner centred education

The exhibition concluded with a strong call for collaboration among parents, teachers, policymakers, and communities to support learner-centred education. Stakeholders agreed that the Competence Based Curriculum can only succeed if all actors work together to create supportive, practical, and inclusive learning environments that prepare learners for real-life challenges.

Schools that participated in the exhibition

Some of the schools that participated in the exhibition include: Mengo Senior Secondary School, Mirembe G. Vocational Training Centre-Zana, Garfield Nursery and Primary School-Gayaza, Tephies Kindergarten School Nagalabi-Budo, Raayat Islamic Primary School.

The Department of Adult and Community Education (DACE), under the School of Distance and Lifelong Learning at the College of Education and External Studies (CEES), Makerere University, has launched a bi-weekly research seminar series aimed at strengthening scholarly engagement and promoting co-authorship among staff and students.

The initiative forms part of the Department’s broader strategy to develop and operationalise its research agenda, with the goal of repositioning Adult and Community Education within national and global academic discourse.

According to the Head of Department and staff members, limited public understanding of Adult and Community Education continues to constrain its visibility and impact, particularly in relation to its contribution to lifelong learning, community transformation, and national development. The research seminar series is therefore intended to enhance knowledge production, increase publications, and promote evidence-based engagement in the field.

The seminars, held every Tuesday, are coordinated by Dr. Karembe Ahimbibisibwe and Dr. Kellen Aganyira, following their nomination by the Departmental Academic Board.

The inaugural session, held on Tuesday, 24^th March 2026, focused on the theme: “Understanding Co-Authorship in Academic Practice.”

The seminar brought together academic staff, PhD students, and recent graduates of the Master of Adult and Community Education (MACE) programme to reflect on collaborative research and scholarly writing.

Participants engaged with key aspects of co-authorship, including contribution, collaboration processes, and the role of joint writing in enhancing academic productivity and mentorship.

“Co-authorship is not just about writing together—it is about building shared thinking, mentorship, and a collective scholarly identity,” noted one of the facilitators during the session.

As part of the seminar, participants were required to prepare structured abstracts outlining their research focus, theoretical grounding, methodology, and anticipated contribution to scholarship or policy. The session included presentations of draft ideas, followed by peer feedback.

This practical approach enabled participants to move beyond conceptual discussions and actively engage in the process of developing publishable work.

A participant described the experience as transformative. “The seminar has helped me refine my research idea and think more clearly about collaboration. The feedback from colleagues is both constructive and motivating.”

The Department has prioritised inclusive participation by involving graduate students and recent alumni, with plans to expand the initiative to all postgraduate learners in order to strengthen research capacity across academic levels.

Speaking during the seminar, the Acting Head of Department, Dr. Joseph Watuleke, commended staff and students for embracing the initiative and called for sustained commitment to building a research culture. “This seminar series represents a deliberate step toward strengthening our research culture and increasing our contribution to knowledge and development,” said Dr. Watuleke.

Dr. Watuleke noted that the initiative aligns with the strategic direction of the Principal, CEES, Prof. Anthony Muwagga Mugagga, who has consistently emphasized the importance of research in repositioning academic units within the University.

“The Principal has continually guided us to reclaim our intellectual space and strengthen our contribution to Adult and Community Education. This initiative is part of that broader vision of enhancing research visibility and academic leadership.”

The Department envisions the seminar series as a platform for fostering collaborative research, increasing scholarly publications, and building a vibrant academic community within the College of Education and External Studies (CEES).

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