Metropolitan Journal of Academic and Applied Research

Metropolitan Journal of Academic and Applied Research (MJAAR)

The Metropolitan Journal of Academic and Applied Research (MJAAR) is a peer-reviewed online journal published monthly. The ISSN for the MJAAR Digital Library is ISSN: 3006-6417 (Online). MJAAR is a highly selective journal that covers a wide range of topics, catering to a broad audience interested in academic and applied research across various fields. MJAAR offers numerous advantages designed to enhance research skills and advance academic careers. Publishing in scholarly journals plays a critical role in career progression within academia. Author Benefits Specific to MJAAR Publications: Fast and Efficient Paper Publishing Process: Authors can expect a smooth and timely publication process. Indexing in Prominent Databases: MJAAR is listed in notable platforms such as Google Scholar, ResearchGate, Scirus, get CITED, and others. Expert Peer Review Panel: We are honoured to have a highly respected team of academic reviewers from leading universities around the world. Open Access Journal: This ensures wide visibility and promotion of your published work. MJAAR is managed by a distinguished Board of Editors and is supported by an international review board comprised of prominent academics and professionals from renowned universities, colleges, and institutions across Africa, the Middle East, and beyond. To ensure the highest quality standards, all manuscripts submitted to MJAAR undergo a stringent review process, which includes blind reviews by one or more members of the international editorial review board, followed by an in-depth evaluation by MJAAR editors. We are committed to supporting our authors in excelling across all areas of academic and applied research.

Latest Articles

Browse the latest peer-reviewed publications from Metropolitan International University Journals.

Research Framework: Aesthetic Veil: Digital Persona, Psychological Distress, and the Looming Social Crisis Among Uganda's Generation Z

Authors: Dr. Arinaitwe Julius1 , Asiimwe Isaac Kazaara2

Published on 01 Jan 1970

Background: Uganda's Generation Z (born 1997-2012), representing 23% of the population, has grown up with unprecedented digital connectivity, creating carefully curated online personas that often mask authentic psychological experiences. With youth unemployment exceeding 13% and limited mental health infrastructure (fewer than 50 psychiatrists for 45 million people), the intersection of socioeconomic pressures and digital performance demands creates conditions for potential mental health crisis. Objective: This study examined the relationship between aesthetic digital persona construction and psychological distress among Generation Z in Uganda, identifying moderating factors and assessing implications for potential social crisis.

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Beyond the Fashion of 'Local': Critiquing the Primacy of Local Materials in Uganda's Competence-Based Curriculum for Secondary Schools

Authors: Asiimwe Isaac Kazaara1 , Musiimenta Nancy 2

Published on 01 Jan 1970

Background: Uganda's competence-based curriculum mandates prioritization of locally available materials in secondary education, premised on assumptions of enhanced contextual relevance, reduced costs, and improved accessibility. However, the pedagogical effectiveness and equity implications of this policy remain critically unexamined. Objective: This study critically examined the implications of prioritizing local materials in Uganda's CBC implementation, specifically analyzing teachers' experiences and challenges, assessing relationships between local materials usage and competency development, and examining effects on educational equity and global preparedness.

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Attracting the Vibe: Strategies for Engaging Ugandan Gen Z in Business and Agriculture Sectors

Authors: Asiimwe Isaac Kazaara1 , Ahumuza Audrey2

Published on 01 Jan 1970

Background: Uganda's Generation Z (born 1997-2012) represents a critical demographic dividend for economic transformation, yet remains significantly underrepresented in business and agriculture sectors despite these sectors' centrality to national development. Traditional engagement approaches have yielded limited success, necessitating evidence-based strategies aligned with Gen Z's unique characteristics, motivations, and aspirations. Objective: This study examined effective strategies for attracting and engaging Ugandan Gen Z in business and agriculture sectors by identifying their motivations, assessing barriers, and developing tailored intervention approaches.

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Fostering Critical Thinkers or Efficient Doers? An Analysis of the "Why" Question in Uganda's CompetencyBased Curriculum

Authors: Dr. Arinaitwe Julius, Musiimenta Nancy

Published on 01 Jan 1970

knowledge-centered to skills-oriented learning, explicitly advocating for learner-centered approaches that promote critical thinking and higher-order cognitive skills. Objective: This study critically analyzed the extent to which Uganda's CBC fosters critical thinking through integration of the "why" question versus emphasizing practical competency development, assessing the balance between producing critical thinkers and efficient doers in curriculum design, instructional practices, and assessment mechanisms. Methods: A convergent parallel mixed-methods design was employed across 45 purposively selected schools in urban, peri-urban, and rural settings.

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Awakening the Giant: Reorienting Ugandan Youth from the Illusion of Time to the Imperative of the "Hot Iron

Authors: Dr. Arinaitwe Julius1 , Ahumuza Audrey2

Published on 01 Jan 1970

This mixed-methods study investigated factors contributing to temporal complacency among Ugandan youth and developed a framework for reorienting them toward immediate engagement with opportunities. With 78% of Uganda's 47 million people under age 30, the country possesses significant demographic potential that remains largely unrealized due to pervasive beliefs that opportunities remain indefinitely available. Using a convergent parallel design conducted between March and November 2024 across four Ugandan regions, the study employed quantitative surveys (N=412) measuring temporal orientation, self-efficacy, and opportunity-seizing behaviors alongside qualitative interviews (n=48) and focus group discussions (n=12) exploring cultural narratives and behavioral patterns among youth aged 18-35.

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Romantic Relationships and Research Report Submission Delays: A Neglected Dimension of Academic Persistence Among Graduate Students in Uganda

Authors: Musiimenta Nancy1 , Ahumuza Audrey2

Published on 01 Jan 1970

Background: Research report submission delays among graduate students in Ugandan universities have reached concerning levels, yet the influence of romantic relationships on research progress remains largely unexplored despite relationships being central aspects of students' lives during this developmental period. Objective: This study examined the influence of romantic relationships on research report submission delays among graduate students in Ugandan universities, specifically assessing the relationship between romantic relationship status and submission timeliness, investigating mechanisms through which relationships influence research progress, andidentifying challenges students face in balancing relationship and research demands. Methods: A convergent parallel mixed-methods design was employed across four Ugandan universities.

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Embedding Sustainability and Practical Competence in Education: A Case for “Fix-It Labs” and the Analysis of Uganda’s Competency-Based Curriculum

Authors: Asiimwe Isaac Kazaara1 , Musiimenta Nancy2

Published on 01 Jan 1970

Background: Uganda's adoption of a Competency-Based Curriculum (CBC) in 2018 represented a significant shift toward practical skills development and sustainability integration, yet implementation gaps have emerged between curriculum intentions and classroom realities, particularly regarding hands-on learning experiences that develop technical competence and environmental consciousness. Objective: This study examined the potential for embedding Fix-It Labs—innovative repair-based learning spaces— within Uganda's CBC framework as mechanisms for enhancing practical competence development and sustainability education in secondary schools. Methods: A concurrent mixed-methods design was employed across 24 secondary schools in Central Uganda (Kampala, Wakiso, Mukono, and Mpigi).

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Beyond Books: Negotiation, Lobbying, and Soft Skills as Imperatives for Ugandan Youth in the 21st Century

Authors: Asiimwe Isaac Kazaara1 , Ahumuza Audrey2

Published on 01 Jan 1970

Background: Uganda's introduction of the Competency-Based Curriculum in 2020 represented a paradigm shift toward holistic education emphasizing practical competencies beyond academic knowledge. However, the curriculum's effectiveness in developing essential 21st-century soft skills—particularly negotiation, lobbying, and interpersonal competencies critical for Ugandan youth's success in modern labor markets and civic participation— remained underexplored. Objective: This study critically analyzed Uganda's Competency-Based Curriculum to assess its effectiveness in developing negotiation, lobbying, and essential soft skills among Ugandan youth, specifically examining: (1) the extent of soft skills integration within the curriculum framework, (2) pedagogical approaches and resources employed by educators, and (3) gaps, challenges, and opportunities for strengthening skills development.

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Cultivating the "Why" and "What If": A Case for Questioning as the Engine of Innovation in Uganda's Development Pathway

Authors: Musiimenta Nancy1 , Asiimwe Isaac Kazaara2

Published on 01 Jan 1970

Innovation capacity has emerged as a critical determinant of sustainable development, yet Uganda continues to face persistent challenges in generating transformative solutions despite investments in infrastructure, technology, and capacity building. This study examined the role of cultivating a questioning culture—characterized by "why" and "what if" thinking—as a strategic driver of innovation within Uganda's development pathway. Employing a convergent parallel mixed-methods design, the research surveyed 847 participants comprising students (n=412), entrepreneurs (n=285), and professionals (n=150) across Uganda's four regions, while conducting 36 in-depth interviews and 8 focus group discussions with key informants from education, entrepreneurship, public service, and civil society sectors.

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Beyond Access to Meaningful Learning: A Critical Analysis of the Ugandan Learning Crisis and the Promise of Leadership-Focused Interventions

Authors: Ahumuza Audrey1 , Musiimenta Nancy2

Published on 01 Jan 1970

Background: Uganda has achieved remarkable expansion in educational access through Universal Primary Education, with primary enrollment increasing from 2. 5 million in 1996 to over 10 million by 2020, yet this quantitative success masks a profound qualitative failure characterized by severe learning poverty affecting approximately 82% of learners who cannot read and comprehend simple texts by age 10. While multiple factors contribute to poor learning outcomes—including resource constraints, teacher capacity limitations, and socioeconomic disadvantages—the potential of school leadership as a lever for improvement has remained inadequately explored in policy and practice.

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