Bridging the digital divide in education: Why teachers need urgent upskilling

I vividly recall my first week of graduate school in Europe in the early 2000s.

As someone trained in statistics in Kenya, I believed I was well prepared.

I was confident with abstract mathematics; sigma signs, alphas, integrals, you name it! I knew them by heart. But I was in for a surprise.

My European classmates didn’t just manipulate formulas; they visualized them.

They could see likelihood functions in 3D, understand how outliers distort models, and connect abstract equations to real-world phenomena.

It wasn’t just knowledge; it was intuition. I lacked that intuitive grasp. It took me a year of intensive effort to catch up.

That gap wasn’t about personal failure. It reflected the shortcomings of the education system I came from—rigid, theoretical, and often blind to modern teaching tools.

Twenty years later, Kenya still grapples with the same challenge, and this time, it’s not the students who are lagging behind; it’s the teachers.

Despite increased internet access, the proliferation of free educational content on platforms like YouTube and Khan Academy, a significant divide persists in Kenyan classrooms.

Students are adapting to technology faster than their teachers. The Twaweza East Africa’s Uwezo assessment revealed that many teachers in Kenya cannot solve even basic upper primary math questions.

Even more troubling is that these teachers are expected to implement the Competency-Based Curriculum (CBC), which emphasizes digital literacy and problem-solving skills.

The Kenya Institute of Curriculum Development (KICD) designed the CBC to prepare learners for the demands of the modern world, but many teachers responsible for its delivery are ill-equipped.

Research by the Kenya National Bureau of Statistics (KNBS) indicates that while most schools are connected to electricity, less than a third have functional ICT infrastructure.

Moreover, even when devices are available, only 22% of teachers have received formal ICT training. How can they nurture future innovators if they lack the skills?

This gap has far-reaching policy implications. An unprepared teaching force in digital skills hampers the development of a tech-savvy workforce, stifles innovation, and diminishes Kenya’s competitiveness globally.

UNESCO and the World Bank have repeatedly warned that the lack of digital skills among teachers is a major obstacle to improving education quality and fostering economic growth in Sub-Saharan Africa.

Looking globally, countries like India have invested heavily in equipping teachers with technology skills and aligning curricula with emerging industries.

The results speak for themselves; a robust tech workforce and a reputation as a hub for outsourced services.

Kenya, on the other hand, is exporting academic labor through online freelancing but has yet to build a vibrant innovation ecosystem.

Our schools are disconnected from industry needs, and universities remain rooted in outdated pedagogies.

This disconnect isn’t just about education; it’s about economic development.

Agriculture contributes about 21% to Kenya’s GDP, and up to 33% when agro-processing and trade are included. That’s a significant part of our economy.

Yet, most agricultural innovations—drones, sensors, data analytics—depend on digital skills. If our teachers can’t teach these skills, where will future innovations come from?

Kenya’s Constitution (Article 43) guarantees every person’s right to education. By 2025, providing education without digital competence will be a violation of that right. We must act swiftly.

So what steps can we take? First, overhaul teacher training curricula to embed comprehensive digital literacy. Not just using PowerPoint presentations, but coding, simulations, and online classroom management.

Second, implement targeted capacity-building programs for in-service teachers.

The Teachers Service Commission (TSC) should establish a national tech mentorship initiative, where digitally proficient educators support their peers through regular school-based training.

Third, formalize partnerships with technology firms. Companies like Safaricom, IBM, and Ed Tech startups can co-develop content, conduct workshops, and expose teachers to industry-relevant tools.

Fourth, foster a digital culture within schools. Initiatives encouraging students and teachers to co-create digital content will promote mutual learning and help bridge the technology gap.

Finally, shift mindsets. Digital education isn’t a luxury; it’s a necessity. If our teachers remain tech-illiterate, Kenya risks falling behind in a world increasingly driven by algorithms and artificial intelligence.

Kenya is rich in potential—youthful energy, ambition, and technological resources. What we need now is urgency.

Our teachers are the gatekeepers of the future. Let’s equip them, not just for their benefit, but for the nation’s progress.

Dr. James Ciera, is Twaweza Kenya's country lead and a senior data analyst.