Brainwave Africa on Saturday hosted a community dialogue in Kampala, bringing together teachers, parents, and students to discuss the future of digital learning in Uganda.
The event, held in Bugolobi, also marked the official launch of the Brainwave Africa digital learning platform, a home-grown solution aimed at improving access to quality education.
Speaking at the event, the Chief Executive Officer of Brainwave Africa, Ms Sarah Kalema, said the initiative is designed to support and strengthen the country's education system through technology.
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"Our mission is simple: to support the education system and make learning more accessible through digital tools," she said.
Ms Kalema noted that access to quality education remains limited for many learners, especially those who cannot afford school fees or learning materials.
She added that the platform seeks to bridge this gap by allowing learners to access educational content using their phones, even from home.
"We are working on a system where users will not need internet data to access the platform, so even those without money for data can still learn," she said.
She called on the government to support digital learning by promoting e-learning, increasing awareness, and allowing innovators access to schools.
Ms Kalema said the idea was inspired by the growing number of young people who are out of school but have access to mobile phones and the internet.
"We see many young people online every day. If they can access social media, they can also access education," she said.
Teachers at the event, however, highlighted several challenges slowing down the adoption of digital learning in schools.
Ms Proskovia Babirye, a headteacher, said many teachers lack digital skills because they were trained in environments with limited access to technology.
"Some teachers fear using digital tools because learners today are more exposed to technology than they are," she said.
She added that without proper guidance, students can easily misuse internet access, which has forced some schools to limit its use in computer labs.
Ms Babirye said there is a need to first train and equip teachers with the right tools to help them confidently integrate technology into their lessons.
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Another participant, Mr Robert Steven Mutasa, a teacher and social worker from Buyende District, said parents must also be involved if digital learning is to succeed.
"Many parents, especially in rural areas, do not understand digital learning. They need to be sensitised so they can support their children," he said.
Mr Mutasa noted that digital learning can particularly help slow learners, as it allows them to revisit lessons and learn at their own pace.
He added that tools such as animations can improve understanding by making complex concepts easier to grasp.
Participants at the dialogue agreed that while digital learning cannot replace traditional teaching, it can play a key role in improving learning outcomes if properly implemented.
The event ended with calls for stronger collaboration between government, schools, parents, and technology providers to ensure digital learning benefits all learners across the country.
