A study on the current status of language-skills integrated curriculum in Uganda: a case study of the Confucius Classroom at Luyanzi Institute of Technology [乌干达语言与技能融合课程设置现状研究——以鲁扬子理工学院孔子课堂为例]

Abstract

With the deepening cooperation between China and Uganda and the acceleration of Uganda’s industrialization process, there is an increasing demand for interdisciplinary talents who possess both Chinese language proficiency and vocational skills. In this context, Chinese language competence serves as a “linguistic bridge” connecting local skilled workers with Chinese enterprises. This study takes the Confucius Classroom at Luyanzi Institute of Technology as a case study to examine the current status of language–skills integrated curriculum in Uganda. It analyzes curriculum structure, teaching approaches, student learning outcomes, and alignment with industry needs. This research employs questionnaires, interviews, and document analysis. The findings indicate that the institution has stablished a preliminary dual-track system integrating language learning and vocational training, laying the foundation for building the “language bridge.” However, deeper curriculum integration, practical training mechanisms, and school–industry collaboration still need to be strengthened. Based on these findings, this study proposes strategies for curriculum optimization, enhanced school–industry cooperation, improved interdisciplinary teacher training, and strengthened practical instruction, with the aim of supporting the development of language–skills integrated education in Uganda. Key Words: Uganda; Language–Skills Integrated Curriculum; Vocational Education; Curriculum Design; Chinese Language Teaching.