Higher education curriculum and national security outcomes: a case of the school of education and the school of social sciences, Makerere University

Abstract

The purpose of this study is to establish the correlation between higher education curricula and national security outcomes at School of Education and School of Social Sciences, Makerere University. With the interactions of (Buzan et al. (1998)’s Securitization Theory and Piaget’s (1973) Constructivism Theory, the study was guided by three objectives: to establish the relationship between the terminal objectives and national security outcomes at School of Education, and School of Social Sciences, Makerere University. To establish is the relationship between learning experiences and national security outcomes at School of Education, and School of Social Sciences, Makerere University. To establish the relationship between pedagogical approaches and national security outcomes at School of Education and School of Social Sciences, Makerere University. The study used a case study methodology to concentrate on Makerere University. The target population included lecturers at Makerere University and Uganda Peoples Defence Forces (UPDF) Senior Command and Staff College (SCSC) Kimaka, security studies students, course coordinators, and academic registrars. The study cane to the finding that there is a moderate to strong relationship between terminal objectives and national security outcomes. The research revealed a clear and significant relationship between the nature of students’ learning experiences and their potential to contribute to national security outcomes. The study found a significant relationship between the pedagogical approaches used in teaching and the promotion of national security outcomes. The researcher concluded that: terminal objectives at Makerere University do have the potential to support national security outcomes. The study also reveals inconsistencies in how learning experiences are structured and delivered, with limited emphasis on national security themes across some programs. Pedagogical approaches are not just a matter of academic delivery but are instrumental in shaping the human capital required for national peace, stability, and development. The study concluded that there is a significant relationship between terminal objectives, defined as the intended graduate competencies, values, and learning outcomes and national security outcomes. The research establishes a meaningful relationship between students' learning experiences and national security outcomes. Learning experiences including classroom engagement, co-curricular activities, fieldwork, community involvement, and exposure to real-world societal challenges play a critical role in shaping students' attitudes, values, and skills relevant to national security. The study concludes that pedagogical approaches have a direct and measurable impact on national security outcomes. Teaching methods that are inclusive, participatory, reflective, and contextually relevant foster the development of critical thinking, ethical awareness, civic responsibility, and social cohesion among students’ attributes that are essential to national security and sustainable peace. The researcher recommended that: encourage collaboration between the School of Education and School of Social Sciences in designing interdisciplinary programs or modules that focus on education for peace, security, and civic engagement. Promote learning experiences that include simulations, case studies, role plays, debates, and community engagement projects. Pedagogical approaches should integrate national security themes across courses, not just in isolated units.