Transforming Mathematics Education through Digital Literacy: Integrating Competency-Based Approaches in Kenyan Universities

Kipkosgei Andrew Kibet

doi:10.37284/eajes.8.2.3183

Kipkosgei Andrew Kibet, PhD University of Kabianga

DOI: https://doi.org/10.37284/eajes.8.2.3183

Keywords: Digital Literacy, Competency-Based Curriculum, Mathematics Education, Higher Education, Teacher Training, Performance-Based Assessment, TPACK, Kenya

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Abstract

This study investigates how digital literacy is integrated into the Competency-Based Curriculum (CBC) framework for Mathematics Education in universities. Anchored in the Technological Pedagogical Content Knowledge (TPACK) framework, the study employs a qualitative systematic literature review to synthesize evidence from global, regional, and local contexts. It identifies five key challenges: uneven CBC implementation in Mathematics instruction, fragmented use of digital tools, teacher capacity deficits, inadequate infrastructure, and outdated assessment practices. The study further explores how these gaps undermine CBC’s goals of promoting real-world problem-solving and 21st-century competencies. In response, it proposes a context-sensitive framework emphasizing teacher professional development, strategic infrastructure investment, performance-based digital assessments, and stakeholder collaboration. While the study offers actionable insights for aligning Mathematics pedagogy with CBC goals in a digital age, it acknowledges its primary limitation the reliance on secondary data through qualitative synthesis which may not fully capture evolving classroom realities

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