The Alignment of University Learning Ecosystem With Human Agent Variables in the Adoption of Tech‐Driven Education in Universities in Uganda

ABSTRACT Many universities in the developing world experience challenges in aligning the university learning ecosystem (ULE) and human agent (HA) variables to enhance the adoption of tech‐driven education (TDE). This study aimed at aligning the learning ecosystem (LE) with HA variables in universities in Uganda. The Gestalts theory was adopted to guide this study, and cluster analysis was used to test the extent of the alignment. Seventy‐three lecturers from Makerere and Gulu universities were surveyed, and six were interviewed. Four patterns emerged among lecturers. The findings revealed that Cluster 1 lecturers were the best adopters of e‐learning technology in universities in Uganda. The ULE was characterized by the goal of university policy, the time to experiment with TDE, financial support, and the commitment of university management. A typical lecturer in Cluster 1 was 48 years old, male by gender, with a PhD qualification.