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