Student-Centred Changemaker Portfolios: Evaluating TESCEA’s Impact on Critical Thinking, Gender Awareness, and Employability

Abstract

Abstract
This study explores the effectiveness of student-centred changemaker portfolios implemented through the Transforming Employability for Social Change in East Africa (TESCEA) initiative at Gulu University.
Anchored in transformative learning and gender mainstreaming frameworks, these portfolios aim to enhance students’ critical thinking, problem-solving, gender awareness, and employability in a post
conflict higher eduation context. Employing a qualitative-dominant approach complemented by quantitative surveys, the study examines students’ reflective experiences, faculty perspectives, and portfolio
content. Findings indicate that portfolios foster reflective practice, gender-sensitive problem-solving, and employability skills while promoting agency and social responsibility. Challenges, including
inconsistent faculty support, limited resources, and variable institutional commitment, constrain the full potential of the initiative. The study concludes that with strategic institutional support and continuous professional development, change maker portfolios can serve as transformative pedagogical tools that bridge academic learning with socio-economic and gender equity objectives in fragile