Muteesa I Royal University

This study looks at the inclusion of Indigenous Knowledge (IK) in Higher Education curricula with a case study of Busitema University in Uganda and it objectively focused on investigating the current practices and existing curricula IK incorporation challenges. The study employed qualitative case study approach, conducting semi-structured interviews while interacting with teaching faculty, students, and university administrators and results were interpreted and analyzed thematically. The findings indicated that IK integration is limited but starting to grow. This growth is hindered by slow changes at the institution, a lack of faculty knowledge, and no clear policies. The study suggests that effectively incorporating IK requires inclusive curriculum frameworks, training for academic staff, and working together with indigenous communities. Recommendations focus on creating policies, developing faculty programs, and forming partnerships to improve culturally relevant education. This study adds to the ongoing discussion about decolonizing curricula and endorsing indigenous ways of knowing in Uganda and similar educational settings.

HIV remains a major global health challenge with antiretroviral therapy (ART) effectively suppressing viral replication. However traditional ART does not eliminate viral reservoirs and is limited by systemic toxicity, long-term adherence burdens, and incomplete tissue penetration. These limitations highlight an important scientific problem in the inability of conventional ART to achieve durable remission or cure. Nanoparticle-mediated drug delivery systems have emerged as a transformative approach to address these limitations by improving drug solubility, stability, and targeted delivery to infected cells and viral sanctuaries such as the brain, lymphoid organs, and gastrointestinal mucosa. Different nanocarrier platforms including liposomes, polymeric nanoparticles, dendrimers, and lipid-based vesicles enable both passive and active targeting strategies. Functionalization with ligands such as antibodies, peptides, aptamers, and sugar moieties enhance cellular uptake, reduces off-target effects, and optimizes pharmacokinetics and biodistribution. Controlled-release formulations extend drug half-life and reduce dosing frequency, supporting long-acting regimens. Beyond drug delivery, nanoparticles also facilitate immunomodulatory therapies, therapeutic vaccines, and advanced gene-editing technologies such as CRISPR–Cas9. The convergence of nanotechnology, mRNA platforms, and artificial intelligence-driven drug development represents a paradigm shift toward individualized and precision HIV treatment. Despite these advances, significant translational challenges remain, including nanotoxicity, long-term safety, large-scale GMP manufacturing, regulatory barriers, and cost-effectiveness. Addressing these barriers is essential to unlock the full potential of nanoparticle-based strategies and translate them into equitable and sustainable clinical solutions.Graphical abstract

Human papillomavirus (HPV) and human immunodeficiency virus (HIV) co-infection pose a major public health challenge, especially in regions with high HIV prevalence. HIV-induced immunosuppression increased the persistence of high-risk HPV infection to cervical cancer. HPV E6 and E7 oncoproteins inhibit p53 and pRB, the major tumor suppressor proteins. HIV proteins Tat and Nef promote oncogenic processes and immune depletion. This leads to persistent inflammation and immunological exhaustion, which accelerate cervical cancer development in HIV/HPV co-infection. The clinical implication is significant, with higher risks of cervical intraepithelial neoplasia (CIN) and cervical cancer, highlighting the significance of integrated care. To reduce the burden of cervical cancer in HIVpositive women, integrated strategies are needed, including regular screening per WHO guidelines, expanded vaccination, improved access to treatment (surgery, chemoradiation, and emerging immunotherapies), and contextspecific research into therapeutic vaccines and biomarkers. Future research should focus on integrating cervical cancer screening and HPV testing into HIV care. While incorporating AI-assisted triage tools into routine cervical screening programs to enhance early detection, optimize resource utilization, and improve patient outcomes in high-risk populations.

This paper examines the influence of participatory leadership on the quality of education in higher institutions in Uganda. The objectives of the paper are to (i) examine the impact of participatory leadership on education quality in higher institutions, (i) establish the challenges hindering the adoption of participatory leadership in higher institutions in Uganda, and (iii) propose evidence-based strategies to encourage participatory leadership in Uganda’s higher institutions. The study was carried out using a narrative research design to gather in-depth insights into the contribution of participatory leadership to the quality of education with reflections from the Systems Theory. Findings revealed that participatory leadership in higher institutions fosters a sense of ownership, engagement, and empowerment, enhances productivity and efficiency among staff members, especially in the area of research and innovation, and increases student engagement in the learning processes. Thus, concluding with a call for a shift in the traditional leadership styles in institutions of top-down management system which has existed for a long time, cultural attitudes towards authority are entrenched in leadership styles in higher institutions of learning and need to mitigate the negative attitude in engaging in participatory leadership by students and other staff members. It is recommended that policymakers should revise institutional governance frameworks to mandate participatory leadership which will ensure that policies explicitly require student and staff involvement in decision-making. Administrators must move beyond token participation by embedding inclusive leadership into daily operations. Lecturers should adopt participatory approaches in both teaching and governance by involving students in curriculum design, assessment methods, and classroom policies. Students should proactively seek leadership opportunities, whether through student government, feedback committees or research collaborations

BackgroundUganda continues to have a high neonatal mortality rate, with 20 deaths per 1000 live births reported in 2018. A measure to reverse this trend is to fully implement the Uganda Clinical Guidelines on care for mothers and newborns during pregnancy, delivery and the postnatal period. This study aimed to describe women’s experiences of maternal and newborn health care services and support systems, focusing on antenatal care, delivery and the postnatal period.MethodsWe used triangulation of qualitative methods including participant observations, semi-structured interviews with key informants and focus group discussions with mothers. Audio-recorded data were transcribed word by word in the local language and translated into English. All collected data material were stored using two-level password protection or stored in a locked cabinet. Malterud’s Systematic text condensation was used for analysis, and NVivo software was used to structure the data.FindingsAntenatal care was valued by mothers although not always accessible due to transport cost and distance. Mothers relied on professional health workers and traditional birth attendants for basic maternal services but expressed general discontentment with spousal support in maternal issues. Financial dependency, gender disparities, and lack of autonomy in decision making on maternal issues, prohibited women from receiving optimal help and support. Postnatal follow-ups were found unsatisfactory, with no scheduled follow-ups from professional health workers during the first six weeks.ConclusionsFurther focus on gender equity, involving women’s right to own decision making in maternity issues, higher recognition of male involvement in maternity care and improved postnatal follow-ups are suggestions to policy makers for improved maternal care and newborn health in Buikwe District, Uganda.

The study explores the relationship between intrapersonal resources (formal schooling, formal entrepreneurial education and training, and informal entrepreneurial training and education) and success of micro and small enterprises (MSEs). Using Structural Equation Modeling, the study tested the mediating role of entrepreneurial competence in this relationship on a sample of 303 women drawn from the tourism and hospitality sector. The results reveal that entrepreneurial competence plays a mediating role in the relationship between intrapersonal resources and enterprise success. The results also show that informal entrepreneurial training is important in complementing formal entrepreneurial training and education towards enterprise success. It is also shown that formal schooling has a weak relationship with entrepreneurial competence but has varying relationships with both financial and non-financial success.