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Technology Integration and Educational Equity: Assessing Digital Resource Gaps in Junior Secondary Schools Under Kenya’s Competency-Based Curriculum

Author

Listed:
  • Orodi Mubweka Getrude

    (School of Education, Kibabii University, Bungoma)

  • Daniel Khaoya Muyobo

    (School of Computing and Informatics, Kibabii University, Bungoma)

Abstract

Background: Kenya’s transition to a Competency-Based Curriculum (CBC) in 2017 necessitated unprecedented integration of digital technologies, with junior secondary schools (Grades 7-9) facing acute challenges in bridging digital resource gaps. Whilst the CBC framework emphasises learner-centred, technology-enhanced pedagogy to develop 21st-century competencies, significant disparities in digital infrastructure, connectivity, and device availability threaten to exacerbate educational inequities across diverse school contexts. Objective: This study assessed digital resource gaps in junior secondary schools implementing Kenya’s CBC, examining disparities in technological infrastructure, teacher competencies, learner access to devices, and the relationship between digital resource availability and curriculum implementation fidelity.

Suggested Citation

  • Orodi Mubweka Getrude & Daniel Khaoya Muyobo, 2026. "Technology Integration and Educational Equity: Assessing Digital Resource Gaps in Junior Secondary Schools Under Kenya’s Competency-Based Curriculum," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(1), pages 5237-5252, January.
    • Handle: RePEc:bcp:journl:v:10:y:2026:i:1:p:5237-5252
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