Teacher training workshops and digital literacy integration in Nakuru County early years education, Kenya

Abstract

Digital literacy is a core competency in Kenya's Competency-Based Curriculum (CBC), necessitating robust teacher capacity. This study investigated the contribution of teachers' training workshops and seminars to the integration of digital literacy in early years education (Pre-Primary to Grade 3) in public primary schools in Nakuru County, Kenya. Guided by Gross's (1971) and Hawes's (1979) Curriculum Implementation theories, the study employed a correlational research design. A sample of 157 teachers and 16 head teachers was drawn from 16 public primary schools using stratified, purposive, and simple random sampling. Data were collected via questionnaires and observation schedules. Quantitative data were analyzed using descriptive statistics and Pearson product-moment correlation, while qualitative data were analyzed thematically. The findings revealed that training periods ranged from four days to one week, which 87.3% of teachers deemed insufficient. Consequently, 87.2% of teachers expressed a need for additional training. A statistically significant positive correlation was found between training workshops/seminars and digital literacy integration for both teachers (r = 0.503, p < .001) and head teachers (r = 0.903, p < .001). The study concludes that while current training content is valued, its short duration and lack of follow-up limit sustained capacity. It recommends that the Ministry of Education, KICD, and TSC implement sustained, practice-based training models and that head teachers facilitate school-based peer coaching.