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Emerging Issues in Curriculum and Instruction during Post COVID-19 Era: Experience from South Eastern Kenya University, Kenya

Author

Listed:
  • Mandila Ben Shikomera

    (Department of Languages, Kitui Teachers Training College, Kenya)

  • Collins K. Matemba

    (Masinde Muliro University of Science and Technology, Kenya)

  • Joash Migosi

    (Department of Educational Studies and Distance Learning,)

Abstract

This paper examined the emerging issues in curriculum and instruction during post–COVID–19 in Higher Education in Kenya. The paper ascertained the influence of post COVID 19 era teacher training in online pedagogy on curriculum and instruction in higher education in Kenya, established the influence of post COVID 19 era paradigm shift from emergency based online content delivery to full time online pedagogy on curriculum and instruction in higher education in Kenya, determined the influence of post COVID 19 era availability of online educational resources on curriculum and instruction in higher education in Kenya and, finally, investigated the influence of post COVID 19 era education policy changes on curriculum and instruction in higher education in Kenya. The study employed the Classical Liberal Theory of Equal Opportunities which was advanced by Sherman and Wood and cited by Njeru and Orodho in 2003. A descriptive survey research design was used in the study. 1 dean, 10 academic staff and 225 students, all from the school of education, South Eastern Kenya University were chosen as the sample size using census sampling, simple random sampling, and purposive sampling procedures respectively. 236 respondents’ responses were gathered using a questionnaire, interview schedule and checklist for the study. The instruments were piloted to test their validity and reliability. Both a quantitative and qualitative analysis of the data were performed. It was hoped that, this study would be important because it would advance our understanding and help to shape future transformative pedagogical approach policies for curriculum and instruction in higher education. The majority of lecturers in higher education, according to the research, are untrained in online content delivery. The primary impediments to a shift to distance online learning during and post COVID-19, according to the findings, are technical resources and unequal access to education. As an alternative method of learning, online learning or e-learning mode, has been widely accepted and is proven to be an opportunity and a challenge as there is still unknown that is not giving the desired output in the teaching and learning process. The study also found that there were no defined educational policies in place to deal with crises like COVID 19, which might have an impact on how higher education institutions engage in the teaching and learning process. The study suggested that higher education institutions should invest in technology-use training so that teachers can better prepare students to use technology, especially in the context of new assessments, higher education institutions should secure more resources from a variety of sources, and universities should study policies to mitigate the effects of a diverse student body.

Suggested Citation

  • Mandila Ben Shikomera & Collins K. Matemba & Joash Migosi, 2024. "Emerging Issues in Curriculum and Instruction during Post COVID-19 Era: Experience from South Eastern Kenya University, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(4), pages 1743-1763, April.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:4:p:1743-1763
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    References listed on IDEAS

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