Linking human, physical, and digital resources with school change and educational receptivity: A fidelity framework-based analysis of competence-based curriculum implementation in Uganda

Abstract

This study examined the role of educational resources in the implementation of the Competence-Based Curriculum (CBC) in lower secondary schools in Uganda, with School Change Educational Receptivity (SCER) tested as a mediator. Human, physical, and digital/printed resources were assessed as predictors of curriculum implementation outcomes. An explanatory sequential mixed-methods design was employed, collecting quantitative data from 972 teachers out of a target population of 4,987 comprising of school administrators, and NCDC staff. Hierarchical regression and structural equation modeling with bootstrapped PROCESS-style mediation analysis were used to quantify direct and indirect effects, while qualitative data were analyzed thematically using the Braun and Clarke approach, guided by the Fidelity Model to assess alignment between resources and curriculum implementation as designed. Results indicated that educational resources exert a strong and significant direct effect on curriculum implementation (total effect β = 0.650, p < .001; direct effect β = 0.640, p < .001). In contrast, SCER did not significantly mediate this relationship: Path a (resources → SCER, β = 0.050, p = .119), Path b (SCER implementation, β = 0.200, p = .120), and the indirect effect (β = 0.010, 95% CI [-0.020, 0.040]) were all non-significant. This counter-intuitive finding demonstrates that, despite moderate to high reported receptivity to change, school change receptivity does not function as a mechanism through which educational resources improve CBC implementation outcomes. These findings highlight that tangible resource investments particularly in teacher capacity, physical infrastructure, and digital/printed learning materials are the primary drivers of curriculum fidelity in resource-constrained Ugandan schools. Policymakers should prioritize direct allocation of resources, while school administrators can enhance implementation effectiveness through structured support such as mentoring, collaborative planning, and integration of available resources, ensuring that curriculum delivery remains aligned with its intended design as emphasized by the Fidelity Model Accordingly, policymakers, including the Ministry of Education and Sports Uganda, should prioritize direct investment in educational resources—teacher capacity, infrastructure, and instructional materials and ensure their effective utilization to enhance curriculum fidelity. Emphasis should shift from school change receptivity to resource-driven implementation strategies as the primary pathway for achieving successful and sustainable Competence-Based Curriculum outcomes in Uganda.