| Reforming teacher preparation is essential to reimagining education in Kenya, especially in advancing foundational learning under the Competency-Based Curriculum (CBC) and Special Needs Education (SNE). This paper examines how teacher education can empower trainees to apply cognitive conflict. This strategy challenges learners’ prior knowledge to provoke deeper thinking to enhance literacy, numeracy, and values-based education. A study among mathematics students in Embu, Kenya, revealed that learners experienced cognitive conflict as opportunities to reconstruct meaning, confusion stemming from teachers’ behaviorist stance, and fleeting moments of magic. Teachers reported that the above specific instructional strategies (M = 1.44), often triggered cognitive conflict, and called for adaptive methods. Male students reported more confusion during lessons (t = 3.603, p = 0.000) and preferred individual problem-solving, while female students favored group work (t = -3.820, p = 0.000) and often outperformed their male peers (t = 2.569, p = 0.011). Gender-based differences in conflict resolution strategies were significant (χ² = 165.005, p = 0.046). Regression analysis (F = 8.141, p = 0.000) highlighted gender, confusion, and instructional methods as key factors influencing mathematics achievement. ANOVA confirmed notable differences in mathematical challenges (F = 6.263, p = 0.002) and instructional confusion (F = 3.246, p = 0.040), though no difference was found in students always feeling confused (F = 0.403, p = 0.668). When embedded in teacher education, cognitive conflict fosters CBC competencies such as communication, critical thinking, and creativity, while promoting resilience, collaboration, and empathy. In SNE, it supports individualized learning by addressing diverse learner needs and encouraging adaptive teaching. Ultimately, training teachers to integrate cognitive conflict strategies can build a workforce capable of delivering inclusive, equitable, and sustainable education, making cognitive conflict both a catalyst for academic achievement and a foundation for nurturing holistic, lifelong learners and active citizens. |
