Asian Journal of Arts, Humanities and Social Studies

Effective implementation of the Competency-Based Curriculum (CBC) requires teachers to integrate digital technologies meaningfully into teaching, learning, collaboration, and assessment. This study assessed teachers’ digital competence in implementing the CBC in secondary schools in the Lango Sub-region of Northern Uganda. Guided by the Technological Pedagogical Content Knowledge framework and the European Framework for the Digital Competence of Educators, the study employed a quantitative descriptive survey design. A sample of 234 teachers from public and private secondary schools was selected through stratified and simple random sampling. Data were collected using a structured questionnaire and analysed using descriptive statistics and an independent-samples t-test in IBM SPSS Statistics Version 29. The findings indicated a moderate overall level of teachers’ digital competence. Teachers demonstrated moderate competence in technological knowledge, pedagogical ICT integration, and digital collaboration and communication, but low competence in digital content creation and online assessment. Teachers in private secondary schools reported higher digital competence than those in public secondary schools across most domains, although the reported effect sizes were small. The study concludes that teachers possess foundational digital skills, but their capacity to apply technology to learner-centred instruction, digital resource development, and assessment requires further strengthening. Sustained professional development, improved ICT infrastructure, and supportive institutional policies are recommended to promote equitable and effective technology integration in CBC implementation.