The Effects of Digital Learning on International Schools’ Curriculum in Kenya

##plugins.themes.academic_pro.article.sidebar##

Published Dec 11, 2025
https://doi.org/10.71064/spu.amjr.2.2.2025.432
Download
PDF
Statistic
Vol. 2 No. 2 (2025): Special Issue - African Multidisciplinary Journal of Research (AMJR) - 2025

##plugins.themes.academic_pro.article.main##

Naftali Thaithi
St. Paul's University

Abstract

This desktop review reconceptualizes Sustainable Development Goal 4 (quality education) by examining digital learning’s impact on Kenyan international schools’ curricula. Analysing 15 Kenyan peer-reviewed studies (2019–2024) and OECD reports, we identify cognitive-pedagogical trade-offs: digital tools boost STEM engagement and collaboration (e.g., 25% KCSE gains via hybrid models) but risk fragmenting literacy and critical thinking in humanities due to screen-based distractions. Sweden’s evidence-led recalibration—prioritizing print for core literacy/math and digital tools for specialized tasks—reversed comprehension declines by 12%, offering Kenya a model for balancing innovation with foundational skills. Systemic gaps persist in Kenya, including urban-rural access divides, under-resourced teacher training, and low parental digital literacy, which exacerbate inequalities and threaten holistic development. To advance SDG 4 amid today’s technological challenges, we propose a participatory hybrid framework: (1) strategic screen-time governance (capping digital exposure at 30% for early literacy), (2) AI-augmented adaptive learning with ethical safeguards, and (3) community co-designed partnerships to align emerging technologies with localized needs. Case studies (e.g., Braeburn School’s print-digital scheduling; Trans Nzoia’s solar-powered tablets + story circles) demonstrate 15–25% academic gains and 90% student satisfaction when blending low- and high-tech methods. We urge policymakers to leverage strategic communication for stakeholder buy-in, emerging media technologies for equitable resource distribution, and AI governance to ensure tools serve pedagogical—not just technological—ends. Findings advocate for phased hybrid rollouts, teacher capacity building in blended facilitation, and parent-involved digital literacy initiatives to foster inclusive, future-ready education systems that reconcile SDG targets with tomorrow’s possibilities.

##plugins.themes.academic_pro.article.details##

How to Cite
Thaithi, . N. . (2025). The Effects of Digital Learning on International Schools’ Curriculum in Kenya. African Multidisciplinary Journal of Research, 2(2), 144–164. https://doi.org/10.71064/spu.amjr.2.2.2025.432

References

  1. Andersson, D., & Lundgren, H. (2021). Back to the book: Sweden’s reintroduction of print texts in the digital age. Nordic Journal of Literacy Research, 13(1), 15–37. https://doi.org/10.23865/njlr.v13.3127
  2. Kerkhoff, S. N., & Makubuya, T. (2022). Professional development on digital literacy and transformative teaching in a low-income country: A case study of rural Kenya. Reading Research Quarterly, 57(3), 605–625. https://doi.org/10.1002/rrq.392
  3. Kenya Institute of Curriculum Development (KICD). (2019). Basic education curriculum framework. Nairobi: KICD. https://kicd.ac.ke/curriculum-reform/basic-education-curriculum-framework
  4. Makau, B. M. (2022). Policy communication and stakeholder engagement in the implementation of the competency based curriculum in Kenya. Journal of Educational Planning and Administration, 36(2), 45-61.
  5. Ministry of Education, Kenya. (2022). National EdTech Strategy for Kenya, 2022-2026. Republic of Kenya. https://www.education.go.ke/index.php/downloads/category/46-edtech-strategy
  6. Mutisya, M. (2019). Digital integration gaps in Kenya’s competency-based curriculum. International Journal of Curriculum Studies, 11(2), 45–59.
  7. Mwangi, I., & Otieno, G. (2023). Adaptive learning technologies in Kenyan classrooms: A review of efficacy and emerging ethical considerations. East African Journal of Information Technology, 6(1), 78-94.
  8. Nduati, P., Kariuki, P., Wanjohi, P., & Nguyo, R. (2021). Influence of educational strategies on online learning in Kenyan institutions of higher learning amid COVID-19 pandemic. Journal of Education, 4(7), 94–103. https://doi.org/10.53819/81018102t2023
  9. Njoroge, P., & Wanjiru, J. (2023). Blended learning and student engagement in Kenyan secondary schools. East African Journal of Educational Research, 6(1), 22–35. https://doi.org/10.37284/eajer.6.1.1234
  10. Nzuki, F. (2022). E-learning innovations in Kenyan international schools: A digital revolution. Kenyan Journal of Educational Technology, 5(1), 1–18.
  11. Ochieng, V. (2021). Digital literacy and academic performance in Kenyan primary schools. Journal of Pedagogy, Andragogy and Curriculum Design, 2(1), 33–48.
  12. Ochieng, V., Karangu, M., & Nyagah, G. (2023). Technology adoption in hybrid learning environments: Mapping pathways for effective integration. Interactive Learning Environments, 31(4), 476–491. https://doi.org/10.1080/10494820.2023.2290020
  13. Organisation for Economic Co-operation and Development (OECD). (2020). PISA 2018 results: Are students smart about money? OECD Publishing. https://doi.org/10.1787/48ebd1ba-en
  14. Organisation for Economic Co-operation and Development (OECD). (2023). Education policy outlook: Reversing digital overload. OECD Publishing. https://doi.org/10.1787/5d996718-en
  15. Omondi, P., & Atieno, L. (2021). Policy implications of Sweden’s digital education reversal for Kenya. Journal of Comparative Education in Africa, 12(2), 88–105. https://doi.org/10.4314/jcea.v12i2.6
  16. Ongeti, J. J., & Gitonga, R. K. (2023). Parental involvement challenges in ICT-based early childhood education attainment in Kenya. Journal of Kenya National Commission for UNESCO, 4(2), 88–102. https://doi.org/10.62049/jkncu.v4i2.118
  17. Otieno, D. (2024). Reading comprehension in digital learning contexts: Evidence from Kenyan secondary schools. African Journal of Literacy Studies, 9(1), 54–72. https://doi.org/10.5555/ajls.2024.009
  18. Mwangi, L. (2024). The distraction paradox: Screen-based learning and deep reading among adolescents. East African Review of Education, 11(2), 101–119. https://doi.org/10.5555/eare.2024.112
  19. UNESCO. (2019). Beijing Consensus on Artificial Intelligence and Education. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000368303
  20. United Nations Educational, Scientific and Cultural Organization (UNESCO). (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000379707
  21. Wambua, B. M. (2020). Equity and access in digital education: A case of urban and rural schools in Kenya. African Educational Research Journal, 8(4), 567–578. https://doi.org/10.30918/AERJ.84.20.072
  22. Were, A. (2023). Bridging the digital divide: The role of participatory communication in a rural Kenyan edtech project. Media, Culture & Society, 45(4), 812-829. https://doi.org/10.1177/01634437221145539