Integrating Digital Literacy and Competency-Based Curriculum in Higher Education: A Framework for 21st Century Entrepreneurship Education in Kenya
Abstract
This study explores the integration of digital literacy within competency-based curriculum (CBC) frameworks in higher education, with a specific emphasis on entrepreneurship education in Kenya. Employing an integrative literature review methodology, the paper synthesizes empirical studies, theoretical models, and policy documents to evaluate how digital competencies can be effectively embedded in CBC to enhance entrepreneurship training outcomes. CBC emphasizes demonstrable skills such as creativity, critical thinking, communication, and digital literacy over content memorization. Digital literacy, positioned as a core enabler of 21st-century entrepreneurship education, encompasses technical, informational, collaborative, and problem-solving skills necessary for digital innovation and global market engagement. However, integration is constrained by limited teacher preparedness, resource scarcity, infrastructure deficits, and misaligned assessment strategies. The study proposes a structured digital literacy integration framework, alongside recommendations for ongoing professional development, infrastructure investment, and performance-based assessment. Findings indicate that digital literacy not only supports other CBC competencies but also strengthens entrepreneurship education by equipping students with the tools to innovate, adapt, and thrive in a competitive digital economy
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