DIGITAL TRANSFORMATION AND EARLY CHILDHOOD EDUCATION OUTCOMES IN NAIROBI CITY COUNTY KENYA
Abstract
Purpose: This study examined the influence of digital transformation on the quality of Early Childhood Education (ECE) in Nairobi City County, Kenya. The study was motivated by the increasing importance of technology-driven learning environments in enhancing pedagogical quality, learner engagement, accessibility, and inclusiveness.
Problem Statement: Despite implementing the Competency-Based Curriculum (CBC) and the Digital Literacy Programme (DLP), digital technology integration in Kenya's ECE centres remains inconsistent due to inadequate infrastructure, limited teacher digital competencies, weak technology-supported pedagogy, and insufficient institutional support. Consequently, the influence of digital transformation on ECE quality remains inadequately understood.
Methodology: The study adopted a positivist philosophy and descriptive survey design, guided by the TPACK and UTAUT frameworks. A sample of 267 teachers and administrators was selected from 870 respondents using Fisher's formula. Data were collected through structured questionnaires and analyzed using descriptive statistics, correlation, multiple regression, and diagnostic tests to validate the model.
Results: The findings revealed that digital transformation significantly improved the quality of Early Childhood Education. Digital infrastructure, teacher digital competence, digital pedagogy integration, and leadership and policy support each had significant positive effects on ECE quality.
Conclusion and Policy Recommendation: The study concluded that digital transformation is a critical driver of quality ECE. It recommends increased investment in digital infrastructure, continuous teacher professional development, strengthened digital pedagogy, and supportive policy implementation to promote inclusive and sustainable technology-enabled early learning environments.
Keywords: Digital transformation, Early Childhood Education, digital competence, digital pedagogy, educational quality, Nairobi City County.
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