Digital Competencies and Public Service Delivery Effectiveness Insights from Huduma Centres in Nairobi Metropolitan Area, Kenya

Abstract

Purpose of the study: The study examined the effect of digital competencies on public service delivery effectiveness among Huduma Centres in the Nairobi Metropolitan Area, Kenya. Research methodology: The study was grounded on a pragmatic philosophical paradigm and informed by the Diffusion of Innovations Theory. An explanatory mixed-methods design was adopted targeting 13,796 individuals in nine Huduma Centres in Nairobi, Kiambu, Machakos and Kajiado counties. A stratified sampling approach based on Cochran's formula resulted in a sample size of 549 respondents. Primary data were collected using semi-structured questionnaires, reliability and validity of which were ensured using Cronbach's alpha, factor analysis and expert validation. Quantitative data were analysed using descriptive statistics, Pearson correlation and regression whereas qualitative data using thematic analysis. Findings: The study found that digital competencies had a significant positive effect on service delivery (β = 0.481, p = 0.000), explaining 30.4% of the variance, with descriptive results showing high staff confidence (M = 4.39, SD = 0.62) but relatively lower competency adequacy (M = 4.13, SD = 0.40), indicating inconsistencies in training depth and quality across centres. Conclusion: The study concludes that digital competencies significantly enhance service delivery effectiveness, yet systematic gaps in training consistency and competency standardisation across Huduma Centres require immediate institutional intervention. Recommendations: The study recommends that Huduma Centres should implement standardized digital competency training, enforce minimum literacy and certification standards, institutionalize mentorship, and ensure all system upgrades are preceded by mandatory staff training to achieve consistent and effective service delivery.