Integration of Information Communication Technology for Effective Implementation of Competency-Based Education in Junior Schools in Rangwe Sub-County Homa Bay County, Kenya

This study explores the role of digital literacy, which is recognized as a key competency in Kenya's new Competency-Based Education (CBE), by examining how effectively information and communication technology (ICT) is integrated in junior public schools in Rangwe Sub-County, Homa Bay County.The research focuses on two primary factors influencing this integration: availability of ICT infrastructure and teacher training.Anchored in Davis's (1986) Technology Acceptance Model, the study employed a mixed-methods approach, targeting 101 junior public schools, their head teachers, and teaching staff.A stratified random sample of 88 respondents (30 head teachers and 58 teachers) participated in the survey, which used questionnaires and interviews for data collection.Pilot tests, conducted in two schools, confirmed the validity and reliability of instruments through test-retest methods and expert reviews.Data analysis combined descriptive and inferential statistics for quantitative input and thematic content analysis for qualitative responses.Results revealed a strong correlation between access to ICT tools and quality of teacher training with successful CBE implementation.Key challenges included limited infrastructure, inconsistent training, and lack of ongoing support.The study recommends increased investment in ICT infrastructure, ongoing and adaptable professional development, hands-on training models, mentoring, school-based coaching, and collaborative peer-learning systems.These strategies aim to support sustainable ICT integration and shape more effective education policies, paving the way for enhanced digital literacy in Kenya's junior schools.