Investigating the Integration of ICT in Kenyan Primary Education: Insights from a Dignitas Research Study in three counties in Kenya.

• In Event: Digital technologies in education: student use, skill development and instructional contexts

Proposal

In an era where digital technologies are increasingly becoming integral to educational practices, Dignitas investigates the extent to which the core competencies as outlined in the Competency-Based Curriculum (CBC) are implemented in Kenyan primary schools through their study, - Examining Education System Transformation for Breadth of Skills of Learning Among Primary Schools in Makueni, Isiolo and Kisumu Counties, Kenya. This study will examine the integration of the core competencies and will, with a particular focus on the integration of Information and Communication Technology (ICT) in teaching and learning processes. The Dignitas study is particularly relevant to the theme of CIES 2025, "Envisioning Education in a Digital Society," as it explores the transformative potential of digital tools in enhancing educational outcomes and addressing systemic challenges within the Kenyan education system.

Relevance to CIES 2025
The integration of ICT in education is no longer a luxury but a necessity, especially in developing contexts where educational disparities are pronounced. The Dignitas study aims to address critical issues such as quality of education, teacher preparedness, and resource allocation, which are exacerbated by socio-economic disparities. By examining the role of ICT in facilitating the CBC, this research contributes to the broader discourse on how digital tools can bridge gaps in educational equity and enhance learning experiences for all students, particularly in under-resourced areas.

Need and Focus of the Study
The Kenyan education system has undergone significant reforms, notably the shift to the CBC in 2017, which emphasizes the development of a broad range of competencies over rote memorization. However, the successful implementation of this curriculum has been hampered by challenges such as inadequate infrastructure, limited teacher training on ICT integration, and socio-economic barriers affecting student engagement. The Dignitas study seeks to explore how ICT (among other competencies) can be effectively integrated into lessons to support the CBC's objectives, thereby addressing these pressing issues.

Methodology and Frameworks
The study employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather comprehensive data from various stakeholders, including teachers, school administrators, and policymakers. A stratified random sampling technique is utilized to ensure representation from diverse geographical and socio-economic contexts across Makueni, Isiolo, and Kisumu counties. The guiding framework includes the CBC framework, which focuses on competency development.

Key Questions
The study is in the data collection process, and we anticipate that while there is a growing recognition of the importance of ICT in education, actual integration in classrooms remains inconsistent. The study is interested in discovering whether teachers from different areas of the country, that is, rural, urban or arid and semi-arid areas, have a similar experience with integrating digital competencies in their lessons. Further, the question of the extent of socio-economic status affecting digital integration in teaching and learning is investigated.

Impact Assessment
The impact of the Dignitas study on the Kenyan education system will be assessed through both qualitative and quantitative measures. Surveys will capture teacher attitudes towards ICT integration, while interviews and focus group discussions will provide insights into the experiences of learners, teachers, parents/guardians and other education stakeholders. Findings from this study will contribute valuable data to inform policy decisions and educational practices.

Conclusion
The Dignitas research study serves as a critical examination of the role of ICT in transforming education within the framework of the CBC. By identifying successful practices and areas for improvement, this study not only addresses the immediate challenges faced by the Kenyan education system but also offers valuable insights for other contexts grappling with similar issues. As the global educational landscape continues to evolve, the findings from this research will contribute to the ongoing discourse on how to envision and implement effective, equitable, and inclusive educational practices in a digital society.
This abstract underscores the urgency of integrating ICT in education, particularly in developing regions, and aligns with the goals of the CIES 2025 conference to foster discussions around innovative solutions for educational challenges in a rapidly changing digital landscape.

Authors

• Nancy Gikandi, Dignitas

• Evangeline Nderu, EmpowerED Strategies