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Author

J. Rarieya

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Review Open access Oct 2026

Designing a contextual google site-based learning platform for environmental education in Ugandan teacher training: a design-based research study

Environmental Education (EE) is increasingly important for preparing teachers to address sustainability challenges, yet its delivery in Uganda’s Diploma in Education Primary (DEP) programme remains constrained by limited contact time and predominantly traditional teaching approaches. This Design-Based Research (DBR) st...

Nicodemus Epaphras, E. Kibga, J. Rarieya · 0 citations
Open access Sep 2026

Developing an Integrated Development Education Framework for Advancing Resilient and Inclusive Early Childhood Education in Kenya, Tanzania, and Uganda

Reforms in early childhood education in East Africa have placed a greater emphasis on inclusive education, teacher professional development, and competency-based curricula. The provision of fair and resilient learning opportunities for young children is hampered by the ongoing gaps between educational policy and classr...

N. Wango, J. Rarieya, Patrick Ojok · 0 citations
Open access Aug 2026

A four-year mixed methods cohort study of professional learning interventions in teacher education colleges in Kenya, Tanzania, and Uganda

In teacher professional learning reforms, maintaining pedagogical transformation is still a major problem, especially in settings with limited resources and policy transitions. During the four years that the Foundation for Learning (F4L) initiative was implemented in teacher education institutions in Kenya, Tanzania, a...

N. Wango, N. Mrutu, J. Rarieya et al. · 0 citations
Open access Aug 2026

Reinventing teacher educators’ professional learning: Affordances of a context-based continuous professional development model in Kenya

Continuous Professional Development (CPD) is widely recognised as a critical mechanism for strengthening teachers’ and teacher educators’ capacity to respond to evolving educational reforms. However, many professional development initiatives remain episodic, externally driven and insufficiently connected to educators’...

Philemon Righa, J. Rarieya, Alice Mwang'ombe · 0 citations

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