Understanding the Challenges of ICT Policy Implementation in Teaching and Learning among Public Junior School Teachers in Kajiado North Sub-County, Kenya

The integration of Information and Communication Technology (ICT) into teaching and learning has become an important component of educational reform, particularly under Kenya’s Competency-Based Curriculum (CBC). However, the availability of digital technologies does not necessarily guarantee their effective use in classroom practice. This study examined the challenges affecting ICT policy implementation among public junior school teachers in Kajiado North Sub-County, Kenya. The study employed a cross-sectional research design within a concurrent convergent mixed-methods approach. Quantitative data were collected from 110 sampled teachers using structured questionnaires, of which 99 were fully completed and analysed, representing a 90.0% response rate. Qualitative data were obtained through semi-structured interviews with head teachers, the sub-county education officer and the teachers service commission officer. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically and integrated during interpretation. The findings revealed that ICT policy implementation was constrained by multiple interconnected challenges. Lack of technical support and insufficient ICT aids for learners were each reported by 76.8% of teachers. In addition, 75.8% reported inadequate knowledge to make full use of ICT aids, while 75.8% identified inadequate software covering different subject content. Lack of adequate time was reported by 72.7% of teachers, while 69.7% identified lack of electricity as a challenge. Qualitative evidence further highlighted inadequate devices, delayed technical support, limited professional development, insufficient digital content, unreliable connectivity and logistical constraints. The study concludes that effective ICT policy implementation requires more than device provision. It recommends integrated investments in teacher professional development, technical support, curriculum-aligned digital content, infrastructure, connectivity and school-level coordination to strengthen meaningful ICT integration under the CBC. Keywords: ICT Policy Implementation; Digital Learning; Public Junior Schools; Teacher Preparedness; Competency-Based Curriculum