Digital Transformation and Institutional Pedagogical Models in Citizens SS-Ibanda, Ibanda Municipality, Western Uganda: Focusing on AI, Technology, E-Learning, And Blended Learning in a Secondary School

This study examines digital transformation and institutional pedagogical models at Citizens SS-Ibanda, a secondary school in Ibanda Municipality, Western Uganda. The research explores how artificial intelligence (AI), Information and Communication Technology (ICT) tools, e-learning, and blended learning reshape teaching, learning, and administration in a low-resource context. Guided by technology-enhanced learning, constructivist pedagogy, and institutional change theory, the article reports on infrastructural realities, teacher and student readiness, and leadership practices.

Findings indicate that while digital tools enhance learner engagement and institutional efficiency, inconsistent power supply, limited internet access, and inadequate teacher training remain systemic constraints. The study concludes with policy and practice recommendations for embedding AI-supported blended pedagogy into Uganda’s secondary-school systems, particularly in urban and peri-urban secondary schools such as Citizens SS-Ibanda. As a single-school case study, findings should be interpreted with caution; future research should extend this design to multiple schools and incorporate direct student voice to strengthen generalisability and capture learning outcomes more fully.

digital transformation, pedagogical models, artificial intelligence, e-learning, blended learning, secondary education, Uganda

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