ICT Equity and the Digital Divide in Competency-Based Curriculum Implementation: Evidence from Junior Schools in Meru County, Kenya.
DOI:
https://doi.org/10.68147/19caace5Keywords:
Digital Divide, ICT Access, Competency-Based Education, Equity Theory, Teacher Digital Preparedness, Rural-Urban DisparitiesAbstract
ABSTRACT
The integration of Information and Communication Technology (ICT) within Kenya's Competency-Based Curriculum (CBC) presents significant opportunities for learner-centered pedagogy and improved educational outcomes. However, limited empirical evidence exists on the magnitude of ICT access disparities and their implications for equitable CBC implementation in junior secondary schools. Guided by the Equity Theory of Educational Management and complemented by the Technology Acceptance Model and constructivist perspectives, this study employed a convergent parallel mixed-methods design to examine ICT access inequalities in junior secondary schools in Meru County, Kenya. A stratified random sample of 52 schools, 284 teachers, and 52 principals was selected from urban and rural settings. Data were collected through questionnaires, semi-structured interviews, focus group discussions, and document analysis. Findings revealed substantial disparities in ICT access and utilization. Urban private schools reported a mean of 34.6 functional computing devices per school, compared with 6.8 devices in rural public schools. Similarly, internet connectivity was available in 100% of urban private schools but in only 26% of rural public schools. Teacher digital competency scores averaged 79.1% in urban private schools and 46.8% in rural public schools. These inequities constrained technology-enhanced instruction, formative assessment, and competency development, thereby undermining the equity objectives of the CBC. The study contributes to knowledge by providing context-specific evidence on the multidimensional digital divide and advancing an equity-oriented framework for addressing ICT disparities. It recommends differentiated infrastructure investment, context-responsive teacher professional development, and strengthened multi-stakeholder partnerships to promote equitable CBC implementation.
The integration of Information and Communication Technology (ICT) within Kenya's Competency-Based Curriculum (CBC) presents significant opportunities for learner-centered pedagogy and improved educational outcomes. However, limited empirical evidence exists on the magnitude of ICT access disparities and their implications for equitable CBC implementation in junior secondary schools. Guided by the Equity Theory of Educational Management and complemented by the Technology Acceptance Model and constructivist perspectives, this study employed a convergent parallel mixed-methods design to examine ICT access inequalities in junior secondary schools in Meru County, Kenya. A stratified random sample of 52 schools, 284 teachers, and 52 principals was selected from urban and rural settings. Data were collected through questionnaires, semi-structured interviews, focus group discussions, and document analysis. Findings revealed substantial disparities in ICT access and utilization. Urban private schools reported a mean of 34.6 functional computing devices per school, compared with 6.8 devices in rural public schools. Similarly, internet connectivity was available in 100% of urban private schools but in only 26% of rural public schools. Teacher digital competency scores averaged 79.1% in urban private schools and 46.8% in rural public schools. These inequities constrained technology-enhanced instruction, formative assessment, and competency development, thereby undermining the equity objectives of the CBC. The study contributes to knowledge by providing context-specific evidence on the multidimensional digital divide and advancing an equity-oriented framework for addressing ICT disparities. It recommends differentiated infrastructure investment, context-responsive teacher professional development, and strengthened multi-stakeholder partnerships to promote equitable CBC implementation.
Published
Aug-2026
Issue
How to Cite
Baariu, I. M., Gachoki, C. M., & Wanjiku, S. (2026). ICT Equity and the Digital Divide in Competency-Based Curriculum Implementation: Evidence from Junior Schools in Meru County, Kenya. KEMI Journal of Educational Leadership and Management, 2(2). https://doi.org/10.68147/19caace5
