Critical Success Factors to the Implementation of Digital Literacy Programme in Public Schools in Kenya: a Case Study of Langata and Westlands Constituencies in Nairobi County

Abstract

Numerous technical tools are accessible, and further training should be offered to ensure DLP's effectiveness in Kenyan classrooms. When it comes to the employment of technology in Kenya's educational system, the situation is dire. While implementation in schools is critical, it is contingent upon a variety of circumstances. While many elementary schools have computer technology, only a small percentage of students have the fundamental ICT skills necessary for learning. A study was conducted in Nairobi County, Kenya, to determine the factors impacting the efficacy of digital literacy initiatives. 134 people were initially recruited. 95 of the 134 participants were Nairobi residents. 65 individuals were questioned. 5 took part in a semi-structured focus group discussion with teachers from Nairobi public schools, utilizing semi-structured scripts. Twenty-five participants completed questionnaires that were distributed in advance. Following a literature review and data analysis, three critical success factors for implementing a digital literacy program in Kenya's public schools were identified. Along with administration and technical assistance, student engagement and learning outcomes, and program architecture, the following other factors should be considered: To ensure the DLP program's effectiveness in Kenya's state primary schools, teachers' abilities and competence must be significantly enhanced. When it comes to implementing the Digital Learning Programme in Kenyan public primary schools, factors like as student involvement and learning results, infrastructure, and DLP have been critical to its success.The model can be adopted in other regions in Kenya which are also on the process of implementation of DLP. Keywords:DLP, ICT