Assessors of the 2025 East African Community (EAC) secondary schools essay competition in Uganda have raised concerns over a growing number of student submissions showing clear signs of artificial intelligence (AI) assistance in drafting and structuring.
The concern was highlighted by Jane Asiimwe, who chaired this year’s assessment and scoring panel. She noted that increasing reliance on AI tools undermines originality, independent thought, and the development of authentic writing skills among learners.
Asiimwe partly attributed the trend to teachers, urging them to take a more active role in guiding students to produce original work rather than relying on technology.
Assessors further warned that over-reliance on AI is “killing critical thinking” among learners. While such tools can generate fluent and well-structured content quickly, they often lack original analysis and the authentic East African perspectives that the competition seeks to promote.
Juliet Muzoora, commissioner for secondary schools at the Ministry of Education and Sports, echoed the concern, cautioning that misuse of technology could undermine the objectives of Uganda’s competence-based curriculum (CBC), which emphasises critical thinking, creativity, and problem-solving.
The use of AI in academic work is increasingly becoming widespread across the education system. In 2024, a Senior Six candidate was caught attempting to use AI applications during a Uganda National Examinations Board (Uneb) examination, one of the first documented cases of AI-assisted cheating in national exams.
At the primary level, teachers have also reported cases of parents using AI tools to complete homework for their children, often producing responses that are either irrelevant or far above the learners’ competence levels.
However, experts argue that the issue goes beyond individual misconduct and points to broader systemic gaps. Dr Stephen Ndawula, a senior lecturer in educational technology at Kyambogo University, said the education system has yet to establish clear guidelines on the acceptable use of AI.
“We are in the fourth industrial revolution, and things are moving very fast,” Ndawula said. “While learners using AI in a competition may not be ideal, it points to a broader challenge. This signals the urgent need for a national policy to guide the integration of ICT, including AI, in education.”
Meanwhile, several essays were disqualified for breaching competition rules, including submissions that appeared to be A-level standard, typed essays instead of the required handwritten format, and other irregularities.
After screening, only 435 scripts proceeded to full assessment. Following the evaluation, Kevin Bbosa of Kololo SS emerged the winner with 90 per cent, followed by Michael Owen Wandera of Lumino High School with 88 per cent. Both submitted essays in English.
Hope Mugisa of Rubongi Army SS came third with 86 per cent, presenting in Kiswahili. Other top performers included Timothy Mugubi Ainebyona of Lumino High School, who scored 78 per cent in fourth place, and Alice Nambafu of Iganga SS, who secured fifth place with 76 per cent.
The EAC secondary schools essay competition is an annual event aimed at challenging O-level students to research regional issues, incorporate relevant East African perspectives, and express ideas in their own authentic voice.
Despite its significance, participation remains low. This year, only 445 entries were received from 54 schools out of more than 5,000 secondary schools across the country.
