Kenya transitioned from the 8-4-4 education system to the Competency-Based Curriculum (CBC) in 2017, focusing on equipping learners with practical skills and competencies. A central competency in CBC, digital literacy, was introduced through the Digital Literacy Program (DLP), aimed at integrating ICT into teaching by providing infrastructure, building ICT skills for teachers, and promoting digital content creation.
CBC has faced several challenges in implementing the Digital Literacy Program. These include resource limitations and insufficient teacher training. The feasibility of integrating digital literacy in diverse local contexts remains a concern. Despite government efforts to provide ICT infrastructure, there is limited empirical evidence on the effectiveness of DLP, particularly regarding pedagogical practices. This study, conducted by the APHRC in Murang’a, Nairobi, and Samburu counties, aimed to explore teachers’ pedagogical practices in lower and upper primary education within the CBC framework.
Therefore, this study aligns with the Teacher Education Policy subtheme, which explores teacher capacity to implement a digital literacy approach to teaching and learning. The study collected data from 913 teachers and 98 institutional heads, focusing on implementing DLP in CBC and the availability of digital literacy gadgets in schools. A mixed approach was used to analyze the data. One key finding was the minimal integration of ICT in teaching, with 91.7% of teachers not using ICT in mathematics, 83.3% in science, and 69.2% in English.
While digital devices have been shown to engage students, most teachers are not incorporating them into their lessons. The study highlights the need for curriculum and pedagogical reforms, stressing the importance of enhancing teacher education to equip educators with the necessary skills to implement the CBC effectively. |
