ENHANCING DISTANCE LEARNING PRACTICES IN EDUCATIONAL PSYCHOLOGY AND PROMOTING EQUITABLE KNOWLEDGE ACCESS THROUGH HIGHER EDUCATION INSTITUTIONS IN UGANDA

Abstract

In recent years, the dynamics of advancing educational psychology within distance, remote, and online learning have gained significant global attention, including in East Africa, largely due to technological progress and the evolving needs of learners. In Uganda, higher education institutions have increasingly embraced distance learning to maintain academic continuity and safeguard public health during times of crisis. Despite its benefits, distance learning faces persistent challenges such as inadequate technological infrastructure, limited pedagogical capacity, issues of quality assurance, and concerns over cost-effectiveness. This article explores how both public and private universities in Uganda implement distance learning practices, while also analyzing the influence of socioeconomic factors, infrastructural limitations, and cultural contexts on the effectiveness of these initiatives.