At Ng’araria Primary School in Murang’a County, learning is taking on a new dimension. Young learners are counting, pronouncing words, solving problems and exploring concepts through digital devices, as technology increasingly complements traditional classroom instruction.
The transformation is part of a growing shift in Kenya’s Early Childhood Development Education (ECDE) where digital learning is opening new possibilities for foundational literacy, numeracy and creativity under the Competency-Based Education (CBE) framework.
Through a partnership between EIDU, national and county governments, digital learning is being integrated into classrooms, equipping teachers with interactive content and tools to make lessons more engaging, accessible and responsive to individual learning needs.
Murang’a County ECDE Director Catherine Mwaura says the county has embraced the model across its 250 ECDE centres, supported by more than 1,100 teachers. She notes that the approach is strengthening foundational learning, language acquisition and creativity, with the programme’s content approved by the Kenya Institute of Curriculum Development (KICD).
At Ng’araria Primary School, ECDE teacher Beth Ruguru Kimani says the model has transformed her classroom experience. Interactive lessons have made complex concepts easier for children to grasp, while reducing lesson preparation time and encouraging greater participation.
“The learners find the lessons interesting and practical. More children are willing to attend class because they enjoy learning,” she says, adding that technology has also inspired her to become more innovative in preparing lessons.
Headteacher James Gitau Chege, whose school has implemented the programme for three years, says its alignment with CBE has provided learners with early exposure to digital skills. With 127 children enrolled in PP1 and PP2, he describes the approach as a significant shift in teaching and learning, while calling for increased government investment to ensure sustainability and expansion.
For parents Janet Mukami and Caroline Njoroge, the changes are equally visible at home. They report improvements in their children’s pronunciation, spelling, logical thinking and enthusiasm for school. The interactive approach, they say, has made learning enjoyable and encouraged greater confidence among young learners.
Beyond placing devices in classrooms, the EIDU model seeks to strengthen the relationship between teachers, learners and educational content. Digital tools can support structured lessons, reinforce concepts through repetition and help teachers identify areas where learners require additional support. Technology, however, remains a complement to teacher-led instruction, interaction and play-based learning.
EIDU Deputy Head of Operations Moses Onjolo says the organisation’s ambition is to address learning poverty by expanding its reach from 32 counties to all 47. According to EIDU, its platform currently supports approximately 790,000 learners in Kenya, with 47,445 devices distributed to schools through partnerships with government and development partners.
“The next frontier is sustainability: strengthening government ownership, expanding relevant learning content, supporting teachers and ensuring equitable access, particularly in underserved communities” says Moses.
As Kenya advances its CBE reforms, the experience in Murang’a offers a glimpse of how thoughtfully integrated technology can help build stronger educational foundations. The ultimate measure of success, however, will be whether these innovations translate into demonstrable, lasting improvements in learning outcomes for every child, regardless of background or location.