Teachers' lived experiences of implementing inclusive education under the Competency-Based Curriculum in Murang'a County: A qualitative study

Abstract

Inclusive education is a critical pathway toward equitable and quality learning in Kenya and beyond, particularly for learners from diverse and marginalized backgrounds. It is central to achieving equitable access to quality learning opportunities for all learners. In Kenya, the implementation of the Competency-Based Curriculum reflects a national commitment to learner-centred, participatory, and inclusive pedagogy. However, gaps persist in translating this commitment into classroom practice. This paper presents a qualitative analysis of open-ended responses to two questions on challenges and recommendations drawn from the same study whose quantitative phase was published as Part 1. The qualitative paper explores pedagogical and policy strategies that can strengthen inclusivity in Kenyan primary and junior secondary schools, with a focus on Murang’a County. Specifically, the study examines how differentiated instruction can address diverse learner needs, how institutional policies and learner engagement strategies can foster equitable outcomes, and the factors that facilitate or hinder the implementation of inclusive education at the school level. Qualitative data were collected through open-ended questionnaire responses from teachers and analysed thematically. The findings reveal that teachers recognize the importance of differentiated instruction, learner engagement, supportive leadership, parental involvement, and adequate resource provision in promoting inclusive education. However, implementation is hindered by inadequate teaching and learning resources, insufficient teacher training, overcrowded classrooms, limited assistive technology, poor parental involvement, poverty, and challenging home backgrounds. The paper concludes that although inclusive education enjoys strong policy support in Kenya, its effective implementation requires practical investment in teaching and learning resources, teacher retooling, supportive school leadership, community participation, and curriculum adaptation. Strengthening these areas can enhance the realization of inclusive education within the Competency-Based Curriculum framework.