The transition towards Content Based Education (CBE) represents one of the most significant reforms in Kenya’s higher education sector since the introduction of the 8-4-4 education system. As the first cohorts of learners educated under the CBE approach university entry, public universities face unprecedented pressure to redesign academic programmes, teaching and learning approaches, assessment systems, governance structures, quality assurance mechanisms, and institutional support services. While considerable research has examined CBE within basic education, limited scholarship has investigated the institutional preparedness of universities to implement competency-based higher education. This paper synthesizes existing theoretical, empirical, and policy literature to examine institutional transformation for CBE in Kenyan public universities. The review analyses five dimensions of institutional readiness: curriculum redesign, academic staff preparedness, assessment and quality assurance, digital and physical infrastructure, and governance and organizational change. Guided by institutional theory, organizational change theory, and Competency-Based Education theory, the review identifies major implementation opportunities and persistent challenges. The paper proposes an integrated conceptual framework linking institutional transformation processes with implementation readiness and educational outcomes. It concludes by identifying research gaps and offering policy recommendations for universities, the Commission for University Education, and the Ministry of Education as Kenya prepares for university-level competency-based education.
C. Ojwang, Benard Chemwei· International Journal of Tra...· 0 citations
The integration of digital technologies into language education has become increasingly important as schools seek to prepare learners with the communication, collaboration, and digital literacy skills required in the twenty-first century. While considerable investments have been made in information and communication technologies (ICT) across many educational systems, particularly in Sub-Saharan Africa, evidence continues to suggest that the availability of technological infrastructure alone does not guarantee meaningful classroom integration. Rather, successful technology integration depends on teachers’ pedagogical knowledge, technological competence, institutional support, and the alignment of digital tools with learner-centered instructional approaches. This study explores how digital storytelling can be integrated into the teaching of English language skills through computer-assisted language learning (CALL) in a Tanzanian primary school.
A qualitative case study design was employed involving one English language teacher and twenty-five Grade Six learners in an International Baccalaureate primary school in Dar es Salaam, Tanzania. Data were collected through classroom observation, semi-structured interviews, learner reflections, and the Nominal Group Technique, allowing for methodological triangulation and an in-depth understanding of participants’ experiences. Data were analysed thematically to identify patterns relating to technology integration, pedagogical practices, learner engagement, and contextual factors influencing implementation.
The findings indicate that digital storytelling provides a powerful pedagogical approach for integrating technology into language instruction. The computer functioned both as an instructional tool and as an exploratory learning environment that promoted active participation, collaboration, creativity, and learner autonomy. The technology-supported learning activities enhanced learners’ listening, speaking, reading, and writing skills while simultaneously fostering critical thinking and collaborative problem-solving. Participants also reported increased motivation, engagement, and confidence in language learning. However, successful implementation depended on several interrelated factors, including teacher digital competence, learner ICT literacy, availability of technological resources, adequate lesson preparation time, supportive school leadership, and pedagogical flexibility.
The study contributes to the growing body of research on technology-enhanced language learning by demonstrating that effective ICT integration extends beyond access to digital devices and requires pedagogically meaningful learning experiences grounded in constructivist principles. The findings have important implications for teacher education, curriculum development, and educational policy, particularly within resource-constrained contexts seeking to strengthen digital learning initiatives. The study recommends sustained professional development for teachers, greater emphasis on pedagogical uses of digital technologies, and institutional support for integrating innovative instructional approaches such as digital storytelling into language education.
C. Ojwang· International journal of res...· 0 citations
