Integrating Competence-Based Approaches in History Education: Impact on Students’ Engagement and Learning Outcomes in Higher Education in Uganda

Muleke Paul, Kalule John and Tomusange Robert

European Journal of Education and Pedagogy, 2026, vol. 7, issue 3, 39-44

Abstract: This study explored the implementation and impact of the competence-based education and training (CBET) on History Education within Ugandan higher education institutions. Employing a qualitative research approach, the study investigated the perceptions, experiences, and challenges faced by educators and students in adapting to the CBET framework. Data were collected through interviews and focus group discussions, revealing nuanced insights into how the CBE influences pedagogical practices, student engagement, and competency development in history programs. The findings indicated that the implementation of CBET significantly enhances students’ active participation, critical thinking, and application of historical knowledge. Students exposed to competence-based education and training demonstrated higher engagement levels and improved academic performance compared to traditional teaching methods. The study concluded that integrating competence-based approaches into history education could foster more meaningful learning experiences and better prepare students for real-world challenges. Based on these findings, it was recommended that higher education institutions in Uganda adopt and adapt Competence-Based strategies, provide professional development for educators, and develop assessment tools aligned with competence criteria to optimize learning outcomes and student engagement in history education.

Keywords: Competence-based education and training; curriculum reform; higher education; history education (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:epw:ejedu0:v:7:y:2026:i:3:id:31010

DOI: 10.24018/ejedu.2026.7.3.31010

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