Vol. 3, November, 2024

Teachers’ Perception of Their Preparedness for Equipping Primary School Learners with Functional Competencies for a Digitally Innovative World in Kenya: A Literature Review.

Manyatta, F. Njue

Abstract

The paper attempts to examine the level at which primary school teachers are perceived to prepare
learners with functional digital competencies in a digitally innovative world. The existing literature
reviewed in this paper evidences sheltering children from the digital world as a common practice in
order to protect them from possible risks associated with their early exposure to technology. This
approach, however, of keeping children away from digital technology rather than preparing them for it
poses significant complications to their present and future lives in a considerably digital society. As
such, this paper argues that effective preparation of both teachers and learners is an important
ingredient in developing the competencies needed for success in the 21st century. Through a desk review
of current research and reports the paper examines some of the key factors underlying teachers’
perceived lack of preparedness: inadequate training, limited infrastructure about technology, and
insufficient professional development opportunities. Additionally, it contemplates implications of this
preparedness or lack thereof, given the emphasis that the CBC places on digital literacy as a core
competency. It concludes that teachers are not well equipped to effectively prepare learners with the
digital skills needed in the future. Recommendations include prioritizing teacher training and
professional development regarding digital literacy among all stakeholders in education, besides
improving access to technological tools and resources at schools for the effective implementation of the
CBC in developing digital competencies among learners

Keywords

functional competencies, digitally innovative world, teachers’ perception, primary school learners, equipping, preparedness

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