Integrating Character Education into History Learning within the 2020 Competence-Based Learning Curriculum at Jinja Secondary School in Uganda

Abstract

This research focused on how character education was utilized to teach history in a competencebased
learning
curriculum
at
Jinja
Secondary
School
in Uganda.
History
textbooks
are
often
the

primary
resource
for
learning
about
the
past
and
character
education.
The
purpose
of
this
study

was
to
describe
the
application
of
character
education
through
history
at
Jinja
secondary
school,

as
well
as
the
effects
of
knowing
history
on
enhancing
student
character.
To
fulfill
the
above

aims,

the descriptive qualitative approach utilised documentary analysis. The 2020 Ugandan
competence curriculum-based historical resources will be examined as data sources. The
information was gathered by examining documents from history textbooks, reports, and other
sources. Three frameworks can be utilized to shape a child's character: moral knowledge, moral
feeling, and moral behavior. Character Rather than focusing just on the experiences of a
dominant group, teaching in history necessitates embracing the perspectives and experiences of
a diverse range of people. Character education helps young people acquire the skills and abilities
they need to make ethical and responsible judgments in life.

Key words: Education, Character Education, History learning, History Curriculum