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Department of Agriculture and Aquactic Sciences
Department of Agriculture and Aquatic Sciences addresses complex environmental issues through scientific discovery, creativity and perseverance; teach future leaders to manage the delicate balance between people and the environment on which they depend.
Department of Education and Open Learning
The department conducts blended functions of Training Secondary school and offering CPD (Continuous Professional Department) CPD will be done through open learning that will be through distance education and evening classes.
Department of Information and Communication Technology
The department of ICT is responsible for providing teaching, research and innovations that can directly be applied to solve national and societal problems.
Department of Library and Information Science

Recent Submissions

Translating Research in Agriculture into Practice Solutions at Kapasa Makasa University: A Collaboration between Librarians and Teaching Fraternit
(2023-06-28) Naomy Mtanga; Oliver Nyowani; Kabaja Banda
The Golden Jubilee Celebration and Conference to be held from 25th to 28th July, 2023, at Avani Victoria Falls Resort The conference brings together LIS professionals from public and private institutions as well as local and international exhibitors. Participants include librarians, records officers, archivists, students, institutions, and people interested in information governance. The celebratory conference will be graced by the Republican Vice President, Mrs. Mutale W. K. Nalumango.
Translating Research in Agriculture into Practice Solutions at Kapasa Makasa University: A Collaboration between Librarians and Teaching Fraternit
(The Library and Information Association of Zambia, 2024) Naomy Mtanga; Oliver Nyowani; Kabaja Banda
At Kapasa Makasa University (KMU), students conduct numerous experiments in the natural laboratory, focusing on enhancing crop growth and yield through organic soil treatments. Unfortunately, these research reports often remain on library shelves, primarily serving as references for other students on previously explored topics and report writing techniques. This paper aims to bridge that gap by addressing the challenges of adapting research-led knowledge to community levels and offering practical measures to overcome these obstacles. Through a collaborative effort between university librarians and teaching staff, the paper examines findings from two student agricultural research projects: the production of soybeans and the propagation of Mukula tree (Pterocarpus chrysothrix) seedlings. It argues that translating such research-based knowledge into practical agricultural applications within communities can significantly boost agricultural productivity and create value. By implementing improved techniques for soya bean production and Mukula seedling propagation, rural livelihoods can be enhanced through income generation from products such as cooking oil, livestock feed, poultry and fish feed, as well as supporting those interested in developing nurseries and tree plantations. The paper highlights the potential for increased agricultural productivity and economic benefits through the practical application of student research findings, thereby fostering a stronger connection between academic research and community development. KEYWORDS: Adaptation of Research Outputs, Kapasa Makasa University; Agricultural Products, Value Addition; Job Creation; Economic Empowerment. Muchinga Province
Heavy and trace metals in Zambian honey:Are consumers at risk?
(Taylor & Francis Group, 2026-01-05) Joseph Mphande; Sydney Chishimba; Julien Kabwe; Francis Kabwe Mwamba; Lawrencia Taimolo; Bwalya Mutale; John Simutenda; Emmanuel Nkweto; Kingdom Simfukwe; Justine Muchimba; Barbra Mpese; Mapenzi Mumwensi; Mainza Mapalo Hang’andu; Christoper Mulwanda
Honey is globally recognized for its a nutritious and medicinal value, but concerns are increasing over consumer health risks from heavy metal contamination. therefore, the present study analyzed the levels of lead (pb), nickel (ni), and Zinc (Zn) in honey samples from five provinces of Zambia and the associated public health risks to men, women and children. an inductively coupled plasma-optical emission spectrometry (iCp-oeS) was used to analyse concentration of each of the heavy metal and compared using one way analysis of variance. the results revealed that levels of pb, Zn and ni varied significantly among regions with Copperbelt province having consistently higher levels of heavy metals than the other provinces. all heavy metal concentration values are presented as mean plus or negative standard error (mean ± Se), the concentration detected remained below the Who permissible limits except for pb concentration from Copperbelt (1.10 ± 0.12) and luapula (0.54 ± 0.02) provinces. however, public health risk assessment indicators including the estimated Daily intake (eDi), target hazard Quotient (thQ), and hazard index (hi) had values <1, suggesting no significant non-carcinogenic health risks. these findings demonstrate that Zambian honey is safe for consumption; continued monitoring and improved harvesting practices are recommended to ensure food-safety and protect public health
Climate Literacy: Creating a Multilevel Interactive Platform for Climate Education
(I.J. Modern Education and Computer Science Press, 2025-10) Ruth George Phiri; Lameck Nsama; Ngula Walubita; Swati Samantaray; Sudhansu Shekhar Patra; Manoj Ranjan Mishra; Mahendra Kumar Gourisaria
Climate change is an urgent and threatening global challenge with broad adverse effects on terrestrial ecological functions, human communities, and future generations (IPCC 2021) [1]. Solving such a complex problem requires an informed and engaged populace that possesses the necessary skills, knowledge, and motivation to not only engage in sustainable behaviours but also foster meaningful collective action [2]. Climate change education is considered to be critical in nurturing climate literacy, concern and agency at all levels of the learning process (UNESCO 2010). However, conventional resources for introducing climate change essentials have difficulty conveying abstract scientific ideas and visualising the distant impacts that do not connect to learners‘ values and experiences [3]. Climate change causes, consequences and solutions are often misunderstood by students [4], which might impede meaningful engagement. In order to transcend these barriers and limitations, powerful tools like interactive digital technologies are leveraged for climate change education [5]. Interactive platforms provide dynamic and visually appealing climate information that is related through video animation simulation games [6]. The transparency given by interactivity encourages learners to 'make sense' of the content used, that is, complete and design it for themselves [7], resulting in active learning and retention. Personalisation and adaptive learning technologies can differentiate content or activities according to the age, prior knowledge (‗learning history‘) and interests of each learner [8]. However, the design principles and effectiveness of interactive climate education platforms have not been well-studied in different age groups [9]. It is important to take age into account when designing interactive climate education that is appropriate for the age of learners because cognitive ability, communication needs, as well as engagement style are considerably different over developmental stages [10]. For example, early learners (ages 6-9) need story-driven content, playful activities and anthropomorphism, which makes it hard for them to think about abstract ideas [11]. Adolescents (ages 10- 19) want social interaction, explore their identity and learn something that has real-life applications; they can deal with more difficult subjects [2]. Adults (20 years and above), on the other hand, have more developed cognitive abilities but may also have rigid mental models and worldviews that influence how they engage in climate change-related issues [12]. As such each group requires customised content and interactive design approaches so as to optimise learning around climate change. The present research tries to bridge these gaps through the design and development of a new multilevel interactive climate education platform tailored to three different age groups of users: early learners, adolescents, and adults. Indeed, the interactive affordances, coupled with age-based design principles, served to improve engagement, knowledge, and agency in relation to climate change across diverse learners. This mixed-methods study included both a quantitative survey and qualitative user testing for usability, engagement, and learning impacts on the platform. Age differences in interaction patterns, content preferences, and outcomes were taken into comparative analysis. The research objectives are to: 1. Build an interactive climate education platform that caters for personalised, age-appropriate user experiences for early learners, adolescents and adults. 2. Quantitatively and qualitatively measure the usability, engagement and learning effects of this platform for each age group. 3. Investigate how individuals of different ages use and respond to platforms in terms of engagement, preferences, and outcomes will likely inform the type of climate education product that can be targeted for age. 4. Design suggestions and best practice for age group wise interactive climate change education. This research contributes to climate change communication, educational technology, and multimedia learning in several ways. First, it introduces and investigates a new interactive platform in which the integration of multiple affordances and design principles can facilitate engaging users of all ages with climate education. Second, it empirically examines how users of different ages interact with, perceive, and learn through an interactive climate application–an underexplored area of research. Third, based on the empirical findings, it provides design implications that can help developers optimise interactive climate education according to the needs of specific age groups. Finally, it extends the use of interactive technologies and design principles to better facilitate public understanding of climate change across multiple generations. The rest of this paper is structured as follows. Section 2 introduces the background by describing climate change education challenges, interactive learning affordances, and age-appropriate design principles. Section 3 reviews related work on interactive climate change education platforms and explains the research gaps. Then, Section 4 presents the platform design and technical architecture. Section 5 describes the mixed-methods research design, instruments, and procedures. To follow that up, Section 6 reports the results by analysing each age group‘s usability, engagement, and learning outcomes data. Section 7 compares age differences and similarities in interaction patterns and impacts. Finally, Section 8 discusses the findings along with implications for practice, limitations of this study, and future work directions.
The Role Of Citizen Engagement In Democratic Governance Enhancement Through E-governance: A Case Study Of Lusaka City Council, Zambia
(Journal of Theoretical and Applied Information Technology, 2024-11-30) Lameck Nsama; Chimeko Kenny Webster; Bibhuti Bhusan Dash; Ngula Walubita; Utpal Chandra De; Sudhir Kumar Behera; Satyendr Singh; Sudhansu Shekhar Patra
The study investigates how e-governance could be used to foster the engagement of citizens in the process of democratic local governance with an emphasis on the Lusaka City Council. Democratic governance involves principles of openness, responsibility, and involvement. The introduction of e-governance brings new opportunities for improving indirect communication between the government and the citizens. This paper seeks to assess the extent of the impact of executed e-governance projects in Lusaka City Council on democratic politics and results. The data source is also diverse based on the view that both qualitative and quantitative data will be used in the study. Interviews with local inhabitants and councilors are conducted to educate the authors about their experiences with and revelations about e-governance. Furthermore, a content audit and an analysis of the documents and e-governance applications existing in LCC is carried out to examine the ways of its accessibility and utility as well as its effects. From research carried out on the topic, it can be deduced that e-governance has enhanced citizens’ engagement in local governance. Availability and use of information through digital platforms have boosted politically responsive governance output in that it has raised the standards of accountability. Also, other forms of communication that have come with the use of the Internet include discussion forums and avenues of giving feedback online has allowed citizens to give more opinions on any issue or decision-making process. The study also outlines some barriers including; digital literacy and digital infrastructure as factors that influence the success of e-governance programs in Zambia. Thus, the research indicates that while e-governance has the capability to enhance democratic accountability at the grassroots, its effectiveness remains contingent on the existing challenges’ eradication and enabling everyone to engage. The case of the Lusaka City Council teaches other municipalities noble lessons on the prospects of e-governance regarding citizens’ engagement and the fortunes of democracy. Keywords: Lusaka, Citizen Engagement, E-governance, Public Service, Democratic e-governance, Participatory governance.