Integrating electronic music devices into lower secondary school music education in gulu city, uganda: pedagogical affordances, infrastructure challenges, and emerging hybrid models
Background: Electronic music devices are reshaping music pedagogy globally, yet evidence on their deployment in post-conflict urban settings in sub-Saharan Africa remains scarce. Lower secondary schools in Gulu City, Northern Uganda, have begun acquiring digital keyboards and music software, yet systematic evidence on their pedagogical deployment, affordances, and structural barriers to effective use is absent from the literature.