Assessing Digital Literacy Levels Among Children in Child Care Institutions in Kenya: Challenges, Opportunities, and Interventions

Abstract

Digital literacy is increasingly essential for children's education and social development, yet children in childcare institutions often face significant barriers to acquiring these skills. This study explores the state of digital literacy among children in institutional care, examining access to digital resources, skill levels, and the effectiveness of existing training programs. Using a mixed-methods approach, the research gathers quantitative data on digital access and competencies while incorporating qualitative insights from caregivers and children. Findings reveal disparities in digital access, challenges in implementing structured digital literacy programs, and the critical role of caregivers in facilitating digital learning. The study recommends targeted interventions, including policy reforms, infrastructure improvements, and digital skills training, to bridge the digital divide and enhance learning opportunities for children in institutional care.