GJEFR Journal
Journal DescriptionGlobal Journal of Economic and Finance Research (GJEFR) is a peer-reviewed, monthly, online and print international research journal. The journal operates with a rigorous peer review process, including double-blind peer review, conducted by members of the editorial board. GJEFR aims to achieve global recognition and ensures prompt publication of high-quality research from diverse epistemological, methodological, theoretical, and cultural perspectives, representing regions worldwide. It serves as an informative platform for higher education, societal changes, research advancements, and creative thinking in various fields. GJEFR offers a reliable and cost-effective means of delivering publications to readers' doorsteps. It encourages innovation, challenges assumptions, and fosters debates to stimulate creative academic scholarship and applications in education, policy-making, professional practice, advocacy, and social action.
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Papers by GJEFR Journal
This study adopted a triangulated qualitative design within a constructivist–interpretivist framework, integrating reflective practitioner inquiry, design-based research, and conceptual model building. Data were collected through purposive semi-structured interviews with trainees, instructors, administrators, and policymakers from the Bugisu and Bukedi Zonal Presidential Skilling Hubs in Uganda, complemented by document review of policy, training, and institutional records. Data were analysed thematically to explore how transformative education promotes systems thinking and learner agency, and to identify institutional and cultural barriers to implementation.
The findings indicate that transformative education can serve as a catalyst for systemic change by strengthening learners’ capacity to interpret complexity, act with purpose, and contribute to regenerative futures. The study highlights the importance of participatory, reflective, and context-responsive pedagogies, and proposes a conceptual framework for integrating systems thinking and agency into formal and informal learning settings. These insights have implications for curriculum reform towards competent base education for policy aimed at advancing sustainability, resilience, and social justice.