Strategic management of augmented reality for inclusive education in Uganda

Abstract

This study explored the strategic management of Augmented Reality (AR) technology in supporting inclusive primary education in selected districts of Northern Uganda. Using a qualitative research design, data were collected through semi-structured interviews with District Education Officers (DEOs), District Inspectors of Schools (DISs), headteachers, teachers, and learners with diverse special educational needs. Thematic analysis revealed that AR integration is guided by national policies, including the National ICT in Education Policy (2024), the Children’s Act (2008), and district strategic plans emphasizing inclusive education. Findings indicated that effective AR implementation depends on strategic planning, resource mobilization, leadership, professional development, and monitoring systems such as TELA and EMIS. Challenges included limited infrastructure, inadequate teacher training, insufficient funding, and uneven access to AR tools. Despite these constraints, teachers adapted AR through peer support, collaborative learning, and audio-visual resources, improving student engagement and participation. The study underscores the critical role of leadership, policy alignment, and stakeholder collaboration in leveraging AR for inclusive education. Recommendations include targeted capacity building, improved ICT infrastructure, equitable resource distribution, and pilot programs for AR integration.