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Howard University Journal of African Studies (HUJAS)

Abstract

The COVID-19 pandemic severely disrupted learning in various institutions in Uganda, which saw the temporary closure of tertiary institutions and the adoption of digital learning, which posed access challenges especially for under-privileged groups. Uninterrupted learning was hampered in various forms for university students due to the lack of affordable digital tools for majority of these learners, inadequate digital facilities within tertiary institutions, and the temporary halt of contact classes by the government. The article explores challenges and opportunities experienced because of the digital approach to learning in Uganda, and proposes user-friendly but affordable solutions to digital literacy, while promoting equitable access. A mixed-method approach to research was adopted, using the Google Forms survey method among university students for primary data collection. Students from three universities within Kampala District were the target population, using a sample of 35 participants. The study identifies cost-effective means of improving equitable access to digital learning within formal tertiary education in Uganda creating a holistic and enabling environment for learners.

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