The Alignment of University Learning Ecosystem With Human Agent Variables in the Adoption of Tech-Driven Education in Universities in Uganda

IF 1.1 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY

Electronic Journal of Information Systems in Developing Countries Pub Date : 2025-05-19 DOI:10.1002/isd2.70014

Esther Namirembe, Michael Kyobe

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Abstract

Many universities in the developing world experience challenges in aligning the university learning ecosystem (ULE) and human agent (HA) variables to enhance the adoption of tech-driven education (TDE). This study aimed at aligning the learning ecosystem (LE) with HA variables in universities in Uganda. The Gestalts theory was adopted to guide this study, and cluster analysis was used to test the extent of the alignment. Seventy-three lecturers from Makerere and Gulu universities were surveyed, and six were interviewed. Four patterns emerged among lecturers. The findings revealed that Cluster 1 lecturers were the best adopters of e-learning technology in universities in Uganda. The ULE was characterized by the goal of university policy, the time to experiment with TDE, financial support, and the commitment of university management. A typical lecturer in Cluster 1 was 48 years old, male by gender, with a PhD qualification.

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乌干达大学采用技术驱动教育中大学学习生态系统与人类代理变量的一致性

发展中国家的许多大学在调整大学学习生态系统（ULE）和人类代理（HA）变量以加强技术驱动教育（TDE）的采用方面面临挑战。本研究旨在使乌干达大学的学习生态系统（LE）与HA变量保持一致。本研究采用格式塔理论作为指导，并采用聚类分析来检验这种一致性的程度。对来自马凯雷雷大学和古鲁大学的73名讲师进行了调查，并对6名讲师进行了访谈。讲师中出现了四种模式。研究结果显示，在乌干达的大学中，第一组讲师是电子学习技术的最佳采用者。ULE的特点是大学政策的目标、实验TDE的时间、财政支持和大学管理的承诺。集群1的典型讲师是48岁，性别为男性，具有博士学位。

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来源期刊

Electronic Journal of Information Systems in Developing Countries SOCIAL SCIENCES, INTERDISCIPLINARY-

CiteScore

3.60

自引率

15.40%

发文量