On 9 June 2026, Busoga College Mwiri in Jinja hosted the third edition of the Uganda Website Projects Competition, bringing together learners, educators, mentors and members of the WordPress community to celebrate creativity and digital innovation.
Under the theme Fueling Innovation Through WordPress, students demonstrated how websites could be used to address real problems in education, agriculture, healthcare, environmental conservation, business and community development.
But beyond the project presentations, another important conversation took place: a panel discussion on WordPress in Education in Uganda.
The discussion brought together four voices from different parts of the education and technology ecosystem: Iputo Emmanuel, Deputy Headteacher of Busoga College Mwiri; Asasira Queen Pinklen, a software engineering student and student leader at Victoria University; Nabisere Gertrude Nicole, a website development student at eZone School of Computing; and Moses Cursor, a mentor and WordPress community builder.
Moderated by Rogers Mukalele, the discussion explored a fundamental question: How can Uganda’s WordPress community work with schools, universities, teachers and learners to make digital skills more accessible and useful?
The conversation went beyond the technology itself. It examined the role of school leadership, student clubs, mentorship, access to devices, open-source learning and practical experience in preparing young people for a digital future.
Here are the major contributions, questions and lessons from the discussion.
1. Nabisere Gertrude Nicole: Learning WordPress opens doors beyond the classroom
For Nabisere Gertrude Nicole, joining eZone School of Computing introduced her to possibilities she had not initially imagined.
Before joining the school, she expected to learn HTML, which she understood to be the primary way of building websites. Her introduction to WordPress changed that perspective.
She described her learning journey as exciting, although not without challenges. Support from her teachers, encouragement to participate in community activities and opportunities to attend events helped her grow in confidence.
Her experience at the Kampala WordPress Meetup also exposed her to people who were willing to share knowledge, answer questions and support beginners.
One of her key observations was that learning WordPress was not simply about acquiring technical knowledge. It was also about becoming part of a community where learners could ask questions, meet experienced practitioners and discover opportunities they might otherwise never encounter.
Her experience highlighted an important lesson for educators: students need more than classroom instruction. They need exposure, mentorship and opportunities to practise what they learn.
When students are connected to professional communities, they begin to see how their skills can be applied beyond their institutions.
For schools and training institutions, this means encouraging learners to participate in meetups, competitions, technology clubs and collaborative projects rather than limiting digital learning to lessons and examinations.
2. Iputo Emmanuel: School leadership must create room for practical digital skills
As Deputy Headteacher of Busoga College Mwiri and a teacher of ICT and Economics, Iputo Emmanuel offered the perspective of a school administrator.
He acknowledged the challenge many schools face: teachers must complete the curriculum, prepare learners for examinations and manage large classes, leaving limited time for additional practical activities.
At Mwiri, the school had responded by providing additional support in its computer laboratory. A dedicated staff member helped learners develop practical skills, including computer maintenance and repair, while students were given opportunities to continue learning beyond regular classroom hours.
The school also provided internet access and allowed students to bring their personal computers for supervised use.
Emmanuel emphasised that technology is no longer something schools can ignore. At the same time, he recognised that many institutions lack sufficient equipment to give every learner regular access to a computer.
His contribution demonstrated that supporting innovation does not necessarily require schools to have everything in place from the beginning. It requires school leaders to recognise the value of practical skills and create workable opportunities for learners to develop them.
The school’s Bring Your Own Device approach
One of the most practical parts of his contribution concerned the management of students’ personal computers.
Mwiri’s approach involved receiving and identifying students’ devices, keeping them in a secure location and issuing them for supervised use during designated evening hours. A responsible staff member oversaw the process and ensured that the computers were returned.
This approach was designed to address two challenges at once: insufficient school equipment and the need to ensure that students used their devices responsibly.
Emmanuel acknowledged that the arrangement had its own challenges, but it demonstrated how an institution could develop a structured approach to device access.
The lesson for other schools is clear: a Bring Your Own Device (BYOD) policy can be one option worth exploring where resources are limited, provided that it is supported by appropriate safeguarding, storage, supervision and acceptable-use procedures.
Schools can also work with technology communities to identify practical ways of making digital learning more accessible.
3. Asasira Queen Pinklen: Student clubs bridge the gap between education and employment
Asasira Queen Pinklen, a software engineering student and student leader at Victoria University, focused on the importance of student clubs and extracurricular learning in higher education.
She argued that students do not acquire everything they need from the classroom. Participation in a WordPress club or another technology community can help bridge the gap between academic learning and the demands of the workplace.
Through these activities, students gain opportunities to collaborate on projects, engage with professionals, develop practical skills and learn from their peers.
Drawing on her own experience, she explained how her introduction to WordPress during an internship had helped her discover a welcoming community that provided encouragement and accountability.
Being part of a community meant that people did not simply offer advice and disappear. They followed up on commitments, asked about progress and encouraged members to keep working towards their goals.
This kind of support can be especially valuable for students who are still exploring their career paths.
Asasira’s contribution challenged universities to view student clubs as more than social activities. When properly supported, they can become spaces for practical learning, peer mentorship, professional networking and early career development.
Her message was particularly relevant to students preparing to enter a competitive employment environment: do not wait until graduation to begin developing practical experience and professional relationships.
4. Moses Cursor: WordPress creates opportunities for different talents
Moses Cursor brought the perspective of a mentor and community builder, focusing on the opportunities WordPress creates for people with different abilities and interests.
He explained that WordPress is not only for programmers or people who write code. Its flexibility allows people with different skills to contribute to meaningful digital projects.
Some learners may be strong writers. Others may be talented photographers, designers, content creators or developers. A collaborative website project can bring these different abilities together.
This is one of the important opportunities WordPress offers education: it creates room for learners to discover and contribute their strengths while developing new skills.
Cursor also highlighted the role of WordPress Campus Connect events and student clubs in introducing the platform to learners who may never have encountered it before.
Campus Connect activities provide opportunities for institutions to discover WordPress, while student clubs allow learners to practise, collaborate and learn from one another.
He also discussed opportunities for higher education students to contribute to WordPress and potentially receive academic recognition through structured contribution or credits programmes. Such arrangements depend on the relevant institutional and programme requirements and should not be assumed to apply automatically to every student.
His broader message was that the WordPress community can do more than teach people to use a platform. It can help learners build networks, discover their talents, gain practical experience and find ways to contribute to the wider digital ecosystem.
For education institutions, this creates an opportunity to rethink how students learn. A successful digital project is rarely the work of one person alone. It often requires teamwork, communication, creativity, technical skills and an understanding of the people the project is intended to serve.
5. The questions that moved the conversation forward
The panel discussion became even more practical when audience members were invited to ask questions.
Their concerns reflected challenges that students, teachers and institutions encounter when trying to adopt digital technologies.
Question 1: Which practical skills can count towards university credits?
A student from Busoga College Mwiri asked Moses Cursor to explain what kinds of skills could qualify for the credit arrangements he had mentioned. He pointed out that learners have different talents, including writing, poetry and technical skills.
In response, Cursor explained that he was referring to a programme through which students in relevant university courses could undertake structured contributions to WordPress in place of a conventional internship arrangement, with work assessed for equivalent academic credit.
The exchange raised an important question for universities: how can institutions recognise practical contributions and real-world learning alongside conventional academic activities?
It also highlighted the need for clear assessment criteria, institutional approval and transparent arrangements before students can rely on such opportunities for academic credit.
Question 2: How can WordPress reach learners who have never heard of it?
Ojambo Brian, a veterinary medicine student at Makerere University, explained that he had discovered WordPress through a friend.
He wanted to know how interested learners outside the existing community could discover the platform and access opportunities to learn website development.
The panel’s response emphasised community outreach, peer-to-peer sharing, social media and networking.
Asasira encouraged beginners to connect with experienced members of the community and attend meetups. Cursor encouraged people to share what they learn with their classmates, colleagues and professional networks.
The underlying lesson was that the growth of WordPress in education cannot depend on a small group of enthusiasts alone.
Teachers, students, university clubs, training institutions and community organisers all have a role in introducing others to the opportunities available.
Question 3: If I am interested in WordPress, where should I begin?
Nakasozi Scholastic, a computer engineering student at Busitema University, asked a question that many beginners can relate to: how does someone interested in WordPress get started?
The panel offered a practical starting point: explore the platform, connect with the community, find a mentor and begin practising.
Cursor highlighted WordPress Playground as a way to experiment with WordPress without first needing to purchase hosting or set up a conventional installation.
The panel also pointed learners towards the official WordPress website, WordPress.org, and encouraged them to participate in meetups and other community activities.
For beginners, the advice can be summarised in four steps:
- Explore: Visit WordPress.org to learn about the platform and its resources.
- Practise: Use WordPress Playground to experiment with WordPress in a browser.
- Connect: Join a local WordPress meetup or other relevant community activity.
- Build: Create a website or practical project that addresses a real need in your school, university, business or community.
The important thing is to begin. Learners do not need to master everything before attempting their first project.
Question 4: How can schools manage learners bringing their own computers?
Tenywa Derrick Tony raised a concern shared by many schools: institutions often have too few computers for their learners, yet some students own devices that they are not allowed to bring to school.
Emmanuel explained how Busoga College Mwiri manages its BYOD arrangement through an ICT policy, device identification, secure storage and supervised access.
His response showed that allowing personal devices requires more than simply giving students permission to bring them. Schools need systems for accountability, security, supervision and appropriate use.
This question also revealed a wider policy challenge. If learners are expected to conduct research and develop digital projects across subjects, how can schools ensure that access to the necessary equipment does not become a barrier to participation?
Possible responses include structured BYOD policies, shared computer laboratories, supervised practical sessions and partnerships that help schools access equipment and connectivity.
The best approach will depend on each institution’s circumstances, resources and safeguarding requirements.
6. What the discussion means for Uganda’s education sector
Taken together, the contributions and questions pointed towards several priorities for expanding WordPress in education in Uganda.
Make practical digital learning part of the school experience
Students should have opportunities to build real projects, experiment with digital tools and solve problems beyond examination requirements.
School administrators can support this through ICT clubs, dedicated practice time, access to computer laboratories and collaboration with external mentors.
Strengthen partnerships between schools and technology communities
WordPress meetups, Campus Connect activities, WordCamps and other community initiatives can help educators and learners access practical knowledge that may not be readily available within their institutions.
These partnerships can also help schools discover mentors, training opportunities and resources.
Recognise the different talents learners bring
Digital projects should not be treated as activities reserved for students studying computer science or ICT.
A student studying veterinary medicine might use WordPress to share animal health information. An agriculture student might develop a resource for farmers. A student teacher might create digital learning materials, while a talented writer might contribute educational articles.
The platform can support learning across disciplines, provided that projects are guided by genuine needs and responsible use of technology.
Address access to devices and connectivity
Practical digital education requires access to suitable equipment, electricity, connectivity and opportunities to practise.
Where resources are limited, institutions can explore structured device-sharing arrangements, BYOD policies, partnerships and other context-appropriate solutions.
Turn participation into lasting opportunities
Competitions and workshops can inspire learners, but their impact is greater when participants have opportunities to continue learning afterwards.
Student clubs, mentorship, collaborative projects, professional networks and ongoing community engagement can help transform a single event into a sustained learning journey.
7. From the competition to the WordPress in Education Summit, Kaliro 2026
The conversation at Busoga College Mwiri was an important contribution to a wider discussion about the role of open-source technology in education.
The Uganda Website Projects Competition demonstrated what learners can achieve when they are given an opportunity to develop ideas, build websites and present solutions to real-world challenges.
The panel then examined what must happen beyond the competition: how schools can provide time and resources, how students can find mentors, how universities can encourage practical learning and how the WordPress community can reach more learners.
These questions are particularly relevant as Uganda’s WordPress community continues to engage with schools, universities, teacher-training institutions and other educational stakeholders through meetups, WordCamps, Campus Connect activities and related initiatives.
The next opportunity to advance this conversation is the WordPress in Education Summit, Kaliro 2026, scheduled for 20 November 2026 at the Uganda National Institute for Teacher Education (UNITE), Kaliro Campus.
The summit brings the conversation directly into the teacher education environment, creating an opportunity to explore how WordPress and open-source technologies can support teaching, learning, school administration, digital publishing and the development of practical skills among future educators.
It also provides a platform for educators, teacher trainers, school leaders, students and technology community members to exchange ideas and consider ways to make these opportunities more accessible.
The questions raised at Mwiri should therefore not end with the competition. They should inform the next stage of engagement between the WordPress community and Uganda’s education sector.
What would it take to introduce more student clubs? How can teachers use WordPress in their professional practice? What support do teacher-training institutions need? And how can partnerships help schools develop useful digital resources?
These are among the conversations worth continuing as the community comes together in Kaliro.
8. Watch the full discussion and join the conversation
The panel discussion at the Uganda Website Projects Competition 2026 offers a useful starting point for educators, students, school administrators, university leaders and WordPress community members interested in practical digital learning.
The full recording provides the opportunity to hear the panelists in their own words, understand the questions raised by the audience and reflect on the opportunities and challenges discussed.
Watch the full video above, share it with a teacher or student, and join the conversation about WordPress in education in Uganda.
As we look towards the WordPress in Education Summit in Kaliro on 20 November 2026, the challenge is to turn these conversations into practical action.
Schools can create space for learners to experiment. Universities can strengthen student clubs and practical learning opportunities. Teachers can explore new ways of creating and sharing educational resources. The WordPress community can continue to mentor, train and connect people who want to learn.
The goal is not simply to have more people using WordPress. It is to help more people acquire useful skills, create meaningful digital resources and participate in solving problems within their communities.
The future of WordPress in education will depend on the partnerships we build, the opportunities we create and the learners and educators we empower along the way.
See you in Kaliro on 20 November 2026.
Learn more about the WordPress in Education Summit, Kaliro 2026, reserve your ticket today!.