Examining The Effectiveness of Competency Based Curriculum in Developing Digital Literacy Skills amongst Diverse Learners in Nairobi, Kenya

Abstract

This study investigated the effectiveness of the Competency-Based Curriculum (CBC) in developing digital literacy skills among diverse learners in Nairobi, Kenya. Recognizing digital literacy as a foundational competency for academic and professional success in the 21st century, the research examined how CBC integrated digital tools, learner-centered pedagogies, and assessment strategies to foster communication, collaboration, creativity, and critical thinking. Anchored in Stakeholder Theory and the Technology Acceptance Model (TAM), the study employed a qualitative exploratory research design and drew insights from interviews with teachers and learners in selected public and private schools within Lang’ata Constituency. Findings indicated that CBC provided a structured framework for embedding digital literacy across subjects, enhancing learner engagement through experiential and project-based learning approaches. Learners demonstrated growing confidence in using digital tools for research, problem-solving, and communication, while teachers emphasized the curriculum’s potential to prepare students for digitally driven professional environments. Positive perceptions were reported regarding innovations such as digital storytelling, online collaboration, and multimedia content creation. Despite these opportunities, significant barriers emerged. Unequal access to digital infrastructure, inadequate internet connectivity, limited teacher preparedness, and socio-economic disparities were identified as persistent challenges. Teachers expressed the need for continuous professional development and institutional support to align with CBC’s digital competency goals. Additionally, gaps in policy implementation and resource allocation hindered equitable access for learners across different backgrounds. The study concluded that while CBC showed strong potential to equip learners with relevant digital literacy competencies, its success depended on addressing infrastructural and pedagogical challenges, strengthening teacher capacity, and ensuring inclusive access to digital resources. The findings offered valuable insights for policymakers, educators, and curriculum developers seeking to enhance CBC implementation, bridge the digital divide, and prepare Kenyan learners for participation in an increasingly digital and competitive global economy.