Interogating Humanism Theory Principles into Effective Education in Ugandan Higher Education Institutions

The tenets of humanism theory are examined in this systematic review as a foundation for successful learning in Ugandan higher education institutions. In the context of Ugandan universities, humanism is examined for its potential to improve educational outcomes through its emphasis on student-centered learning, intrinsic motivation, and holistic development. Within a humanistic perspective, the study highlights important markers of successful learning, such as learner autonomy, emotional intelligence, creativity, and teamwork. According to the review, humanism plays a crucial part in creating inclusive, flexible, and encouraging learning settings where students are not only given academic knowledge but are also given emotional and social support. However, despite its theoretical advantages, there are some obstacles to the actual application of humanism in Ugandan higher education, including the requirement for teacher preparation, outdated teaching methods, and poor infrastructure. The study also addresses the applicability of the Humanizing Pedagogy, which fills in the gaps in humanism's application and expands it by embracing sociocultural settings. Humanistic education has the potential to revolutionize education in Uganda, according to the findings, but its success depends on removing implementation hurdles including pedagogical and resource limits. Incorporating humanistic ideas into curricula, encouraging diversity, improving teacher preparation, and modifying humanistic methods for online learning are some suggestions for advancing humanism in Uganda's educational system. By tackling these issues, the review comes to the conclusion that humanistic education can be extremely important in creating well-rounded people who are equipped to handle the difficulties of the twenty-first century.