Digital transformation and change management in educational institutions in Uganda, a case study of selected secondary schools in eastern Uganda.

Abstract

This study examined the implications of digital transformation and change management on educational development in Ugandan secondary schools, with a focus on Eastern Uganda. Digital transformation refers to the integration of digital technologies into all aspects of educational operations, fundamentally changing how schools deliver teaching, learning, and administrative services (Westerman et al., 2014). It involves not only the adoption of technologies such as e- learning platforms and digital assessment tools but also a cultural shift in teaching methodologies, leadership practices, and institutional policies (Berman, 2019). Effective digital transformation enhances innovation, access, and collaboration in education. However, successful implementation requires effective change management strategies to ensure teachers, students, and administrators are prepared to adopt and utilize new technologies (Kotter, 1996; Hiatt, 2006). Thus, the synergy between digital innovation and structured change management is critical to achieving sustainable transformation in the education sector. Theoretically, the study is guided by the Technology Acceptance Model (TAM) (Davis, 1989), the Diffusion of Innovations (DOI) theory (Rogers, 2003), and Lewin’s Change Management Model (Lewin, 1951). These theories collectively emphasize the relationship between user perception, innovation diffusion, and organizational change. TAM and DOI explain how perceived usefulness and ease of use influence technology adoption, while Lewin’s model provides a structured approach to managing change through the stages of unfreezing, change, and refreezing. In the context of Ugandan secondary schools, these theories help to understand how attitudes, leadership readiness, and resource availability shape digital adoption and sustainability. Together, they provide a comprehensive framework for analyzing both the technological and human dimensions of transformation in education. Historically, digital transformation in education has evolved from the introduction of computers in the 1980s to internet-based learning in the 1990s and widespread adoption of e-learning tools in the 2000s (Pillai et al., 2019). Globally, this evolution has led to more student-centered and interactive learning environments. In Africa, countries like South Africa and Kenya have made strides in integrating ICT into education despite persistent challenges such as inadequate infrastructure and limited teacher training (Mtebe, 2017). Uganda’s efforts toward digital transformation began in the early 2000s with ICT inclusion in the national curriculum and the launch of the National ICT Policy (2014) to promote technology-enhanced learning (Republic of Uganda, 2018). However, progress remains slow due to financial, infrastructural, and capacity constraints, despite initiatives like the “One Laptop per Child” program and NGO partnerships (Mwesigwa, 2020). Contextually, secondary schools in Eastern Uganda experience significant disparities in digital transformation due to infrastructural and human resource limitations. According to the Ministry of Education (2018), only about 30% of schools in rural and semi-urban areas have reliable access to electricity, computers, and the internet. These constraints limit the adoption of e- learning and digital resources. Change management plays a vital role in addressing these barriers by equipping educators with digital literacy skills and fostering positive attitudes toward technological innovation (Mwesigwa, 2020). Guided by Kotter’s (1996) 8-Step Model, effective change management in Eastern Uganda requires creating awareness, building stakeholder support, and embedding technology into school culture. Through structured training, leadership commitment, and policy alignment, digital transformation can drive educational improvement and equity in the region’s secondary schools.