Teachers' Digital Literacy Preparedness for Implementing Competency-Based Education: An Explanatory Sequential Mixed Methods Study in Selected Junior Schools in Kesses Sub-County, Kenya

Competency-based education in Kenya has reforms that expanded digital learning integration and access in education, though the digital learning implementers encounter various challenges of the inadequacy of knowledge and skills, thus inhibiting service delivery and creating an unclear state of preparedness among teachers. The purpose of the study was to evaluate teachers’ digital literacy preparedness for implementing competency-based education in Kesses Sub-County, Kenya. The objective of the study was to evaluate the current levels of digital literacy among teachers in the implementation of competency-based education. This study adopted a pragmatic paradigm and used an explanatory sequential design, guided by Everett M. Rodgers’ theory of diffusion of innovation. The study targeted 24 Junior schools in Kesses Sub-County, whose population was 228 teachers. The schools were stratified into zones and selected by simple random sampling techniques. Participants were also selected by use of simple random sampling. Quantitative data were collected through questionnaires and analysed using descriptive and inferential statistics. Qualitative data were collected via interviews with six (6) follow-up participants and were analysed thematically. Quantitative results, starting with rejection of H₀₁a and H₀₁b, showed that both digital pedagogical integration (β = 0.634, p < .05) and digital competence and confidence (β = 0.589, p < .05) significantly predicted CBE implementation. The results validated and explained the statistically significant patterns, demonstrating that adoption depends on access and skills to innovate. The findings were discussed, and the study concluded that teachers’ digital literacy preparedness for implementing competency-based education is significantly influenced by digital pedagogical integration and digital competence. The study recommended that schools offer continuous professional development. The study aims to mitigate the challenges faced by digital literacy implementers and contribute to Kenya’s Vision 2030.