Intrinsic Factors Affecting Digital Inclusion in Higher Learning Institutions Among Staff and Students in Nairobi County

Abstract

The adoption of digital has started to massively increase within the education sector for knowledge; this is evident in huge investments in computers for classrooms and training of teachers to use technology while teaching. The implementation of digital technologies in the world has improved both quality and inclusion among the higher learning institutions which has facilitated the growth of internet, web browsing and allowed high access in the media and communication. In Kenya, while the e-learning has been adopted in the creation of virtual universities, only a few universities have adopted digital inclusion. Up to now a good number of students find it difficult to use e-learning due to poor and weak technological infrastructure in place. Learning has been based on face to face. There is lack of clear policies on e-learning, while learning activities is only accessed by the students available on the campus and not to all the students that cannot afford accommodation. The learning methods being used are traditional models of education which is based on face to face interaction between students and lecturers. This indicates that digital inclusion is not being practiced. The government of Kenya is still to make investments in the ICT sector at the university level, investments on high speed networks and installation of a large number of computers has not been implemented. Individuals may have limited experience, lack of skills or lack of willingness to use ICT, low education leads to low income which leads to low affordability and use of ICTs. Therefore, it is not very clear that ICT is being widely adopted and used at the higher education level. The aim of this study was to examine the intrinsic factors affecting digital inclusion in higher learning institutions among staff and students in Nairobi County. A descriptive survey comprising both qualitative and quantitative data was used in this study. The results showed ICT skills, Access to digital, e-channels used in teaching and government policies were important factors to Digital Inclusion implementation. The research examined Digital Inclusion in the context of Kenyan public higher learning institutions where it is not fully implemented and therefore may not adequately cover the process in other higher learning institutions. Digital Inclusion could be used to gain competitive advantage in a cost effective manner thus need to enhance successful implementation. The study sought to provide a better understanding on the intrinsic factors affecting digital inclusion in the higher learning institutions among staff and students in Nairobi County, where institutional policy makers use it as an experiential tool to strengthen their government-institution relationship. The results contribute to the body of research on implementation of Digital Inclusion.