Girls Learning Through Technology: Cost-Effective Philanthropy for Real EdTech Impact

• In Event: Non-State Actors Promoting Girls’ Success Inside and Outside of Government Schools: From Global Evidence to On-the-Ground Impact in Kenya

Proposal

Girls Learning Through Technology (GLTT) sought to strengthen the capacity of teachers in 15 low-resource schools in rural Kilifi County to integrate technology into the delivery of Kenya’s recently introduced Competency-Based Curriculum. Kilifi, one of the most marginalized counties in Kenya, faces widespread poverty, low educational attainment, early marriage, high teenage pregnancy rates, and school dropout rates up to 24%.

The goal of GLTT was to create schools in which teachers have the confidence and capacity to use ICT regularly in their teaching and where girls demonstrate improved learning outcomes in STEM subjects and enhanced digital literacy skills. Across two phases of implementation, the project reached approximately 1,000 girls.

In the project’s first phase of work, the authors partnered with educators in grade 4 classrooms to provide professional development in digital literacy and gender-sensitive pedagogy and established TechLabs. Findings from this initial phase illustrated a positive relationship between gender-responsive teaching and STEM education for girls. Teachers and students demonstrated increased confidence in using technology and teachers adopted gender-sensitive classroom strategies more frequently. In its second phase, the project refined and expanded the intervention to include additional capacity building in gender-responsive pedagogy and technology-based learning strategies for both grade 5 teachers and Heads of Institutions, the creation of after-school technology clubs, and engagement with families.

The research was conducted in randomly selected grade 5 classrooms across 25 schools. Quantitative research consisted of baseline and endline assessments measuring academic proficiency and level of engagement with technology. A difference-in-differences approach was used to compare changes in learning outcomes over time, controlling for baseline differences and time-varying external factors. The qualitative component included focus group discussions with teachers and parents of girls to capture rich, context-specific insights on implementation processes and perceived outcomes.

The research study results suggest that GLTT interventions contributed to increased engagement with technology among both teachers and learners, with particularly strong effects on girls’ participation in STEM subjects and English language proficiency. English language scores for girls improved in treatment schools, while control schools experienced a decline. Similarly, English comprehension scores declined in both groups but were significantly higher in treatment schools. Teachers and parents noted that girls became more confident in their ability to communicate in English.

Teachers demonstrated increased confidence in using digital tools for lesson planning, instruction, and assessment, with 95% of teachers reporting they used technology for lesson preparation, 74% actively using technology in classroom instruction, and 73% feeling confident in using Excel to analyze student performance. A majority of teachers also adopted gender-sensitive teaching strategies, with 78% believing they engaged boys and girls equally.

As Kenya continues adjusting its ICT curriculum, policymakers and educators can build on these
findings by scaling teacher training initiatives, strengthening ICT infrastructure, and developing
targeted strategies to improve digital learning for both teachers and students. By addressing ongoing challenges and leveraging technology as a tool for pedagogical innovation, Kenya can create a more inclusive, engaging, and effective learning environment that supports long-term improvements in student achievement and digital literacy.

Author

• Jennifer Kennedy, International Research & Exchanges Board (IREX)