Karen Basiye, Director, Sustainability and Shared Value at Safaricom. Photo/courtesy.
Across Africa, governments, development partners and private sector players have invested heavily in digital infrastructure for schools. Devices have been distributed, connectivity expanded and digital learning platforms introduced. Yet a critical question remains: Are educators equipped to fully utilize these tools?
The answer often determines whether technology investments translate into better learning outcomes or simply become underutilized assets.
In Kenya, the transition to the Competency-Based Education (CBE) system has accelerated the need for digital literacy among teachers. The new model emphasizes learner-centered instruction, collaboration, creativity and practical skills development. Delivering on these objectives increasingly requires educators who are comfortable navigating digital tools and integrating technology into everyday teaching.
While access to infrastructure has improved in many schools, digital skills gaps continue to limit adoption. Teachers frequently cite lack of confidence, insufficient training and limited exposure to emerging technologies as barriers to effective use. This challenge is not unique to Kenya. Across many developing economies, investments in technology often outpace investments in human capacity.
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Addressing this imbalance requires a shift in focus from infrastructure alone to skills development. One promising approach is the Trainer of Trainers model, which equips a group of educators with digital competencies and enables them to transfer knowledge to colleagues within their schools and networks. Beyond expanding reach, the model creates sustainability by embedding expertise within institutions rather than relying solely on external interventions.
Recent teacher training initiatives have demonstrated the value of practical, hands-on learning. Educators are learning how to create and manage virtual classrooms, facilitate online collaboration and use digital tools to assign and monitor coursework. Interactive platforms such as gamified learning applications are helping teachers reimagine classroom engagement and encourage greater learner participation.
Equally important is the growing role of artificial intelligence in education. Tools such as AI-powered assistants can support lesson preparation, content creation and personalized learning experiences. While AI will not replace teachers, it can augment their capabilities and reduce administrative burdens, allowing them to focus more on instruction and learner support.
Digital transformation in education must also be inclusive. Adaptive technologies such as screen readers and accessibility tools ensure that teachers and learners with disabilities can participate fully in digital learning environments. As countries modernize their education systems, accessibility should not be treated as an afterthought but as a foundational principle.
The broader lesson is that technology alone cannot transform education without tutors who are fully equipped with the know-how to spearhead the transformation.
When teachers possess the skills and confidence to use digital tools effectively, existing investments in connectivity, devices and learning platforms generate far greater value. More importantly, students gain exposure to the digital competencies that increasingly define success in modern economies.
As the future of work continues to evolve, education systems face growing pressure to prepare learners for a technology-driven world. Achieving that goal will require sustained investment not only in infrastructure but also in the educators who bring learning to life.
The conversation about digital education should therefore move beyond access and toward capability. Building digitally confident teachers may be one of the most important investments education systems can make in preparing the next generation for the opportunities and challenges ahead.
The writer is the Director, Sustainability and Shared Value at Safaricom.
