Bridging the Digital Divide: Integrating technology for inclusive education in Kenya’s public primary schools: A case study of SHOFCO schools

• In Event: Roundtable Session 7
  In Refereed Roundtable Session: Global Approaches to Digital Integration and Equity in Education

Proposal

In today’s fast-paced digital world, education systems must adapt to meet the diverse needs of learners, ensuring equity and scalability. Digital literacy is a core competency of the Competency-Based Curriculum in Kenya, however integrating it into public primary schools has been challenging due to limited access to computers, inadequate digital tools, poor infrastructure and under trained teachers. These barriers are particularly evident in underprivileged communities, hindering efforts to close the digital gap.
This abstract focuses on how integrating digital technologies can expand access to quality education for marginalized communities by leveraging digital platforms, exploring the intersection between technology and pedagogy and using AI-driven learning tools in closing the digital gap and creating more inclusive education opportunities for learners. This aligns with the CIES 2025 theme of "Envisioning Education in a Digital Society."
This project is rooted on ongoing work at Shining Hope for Communities (SHOFCO) schools in Nairobi's informal settlements. Kibera School for Girls (KSG) and Mathare School for Girls (MSG) serve as case studies demonstrating the transformative role of digital technology in education.

Through weekly STEM lessons, digital tools have enabled personalized learning experiences, provided access to vast educational resources, enhanced learner collaboration and teacher-student interactions, facilitated real-time feedback. Additionally, learners apply STEM knowledge across other learning areas and subjects, broadening the program's impact. In addition to learning technical skills, project-based learning methodologies such as robotics education encourages hands-on interaction with technology with learners linking problem-solving abilities to solutions aligned to the Sustainable Development Goals. These technologies have been vital in breaking down barriers, offering learners in underserved communities’ access and opportunities to the same quality of learning as their peers in more advantaged settings.
The methods used at KSG and MSG follow the UNESCO ICT Competency Framework for Teachers equipping educators with the skills to integrate technology into their classrooms. For sustainability the schools use a Training of Trainers (ToT) model, which empowers teachers to collaborate with STEM specialists, ensuring continued capacity-building. VVOBs Education Scalability Checklist is referenced to ensure program elements can be adapted for low-resource schools.
Success in SHOFCO schools is demonstrated by improved outcomes, increased competency in STEM subjects. Learners across grades have greater confidence thanks to early exposure to technology. Despite the successes, challenges remain around access to tools, insufficient infrastructure and varying levels of teacher training. The project’s goals include not only improving educational outcomes for students at these schools but also exploring these and more evidence-based scalable models and strategies that can be applied in public primary schools across different socio-economic backgrounds.
Both qualitative and quantitative methods e.g. classroom observations, stakeholder feedback and mean score tracking, are used to evaluate the STEM program's impact. By building on the work already underway at SHOFCO KSG and MSG Schools, the study provides a model for scaling successful digital initiatives and promoting equity in education. Ultimately the project contributes to the broader goal of envisioning a more inclusive educational future where digital tools enable all learners to thrive, regardless of their background.

Authors

• Faith Ndunge Mwikya-Muisyo, SHINING HOPE FOR COMMUNITIES

• Daniel Omaya, SHINING HOPE FOR COMMUNITIES

• JOHN MAKWATA OKWAKO, SHINING HOPE FOR COMMUNITIES