Abstract :

The study explored the impact of teachers’ digital literacy skills on the implementation of the Competency-Based Curriculum (CBC) in Junior Schools in Westlands Sub-County, Nairobi, Kenya. The hypothesis tested was H01: There is no significant relationship between teachers’ digital literacy skills and CBC implementation. The study was based on the Technological Pedagogical Content Knowledge (TPACK) framework, which integrates technology with teaching. A descriptive survey research design was used to describe the characteristics of teachers and schools. The target population included 127 public Junior Schools, 304 teachers, and 4 educational officers. Stratified sampling was applied to select 25 schools and 25 principals, while census sampling was used for the officers. Simple random sampling selected 61 teachers. Data was collected using interviews and questionnaires. Interview schedule were applied on Head teachers and CSOs and questionnaires for teachers were used as instruments for data collection. Quantitative data were analyzed using descriptive statistics, while qualitative data were processed through content analysis. The findings revealed a significant relationship between teachers’ digital literacy skills and CBC implementation, with a Chi-square result of χ2 = 32.050 and p = 0.000 at the 0.05 significance level. The study concluded that teachers’ digital literacy skills positively influence CBC implementation in public schools. The study recommended Teachers Service Commission to prioritize professional development programs to enhance digital literacy skills on using digital resources and platforms that align with the objectives of the CBC. Moreover, school heads be trained to foster environments that support the use of digital tools in CBC.

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Keywords :

Implementation of Competency Based Curriculum, Influence, Junior schools, Teachers’ digital literacy skills

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