Nairobi, Kenya – A new study has revealed a striking disconnect between awareness and adoption of online schooling in Kenya, despite the country’s growing readiness for digital education.
Research conducted by Koa Academy shows that while nearly 80 per cent of Kenyan parents are aware that full-time online schooling options exist, only 9 per cent have enrolled their children in such programmes. The findings suggest that awareness alone has not translated into confidence or widespread uptake.
According to the study, much of the hesitation stems from experiences during the Covid-19 pandemic, when emergency remote learning was hastily introduced and widely criticised. Many parents associated the period with poorly structured lessons, limited teacher engagement and an excessive reliance on parents to manage learning at home.
As a result, online schooling continues to be viewed by many families as inconsistent, loosely supervised and lacking in meaningful interaction.
Social development concerns emerged as a major barrier to adoption. Parents expressed fears that online learning could isolate children and limit peer engagement, which they consider essential to emotional growth, communication skills and overall development.
The study also found that teacher presence and relationships are highly valued by parents, ranking just as important as academic content. Many respondents questioned whether online platforms could replicate the guidance, mentorship and discipline traditionally provided in physical classrooms.
Another critical issue highlighted is uncertainty around the role of parents in online schooling. A significant number of parents reported reluctance to embrace digital learning models that require them to act as supervisors or informal teachers throughout the school day. This concern was particularly pronounced among working households, where time constraints make such involvement difficult.
Academic credibility also plays a decisive role in parental decision-making. The research indicates that parents are more open to online schooling when programmes offer recognised qualifications and clear pathways to higher education. In the absence of this assurance, many view online learning as a supplementary option rather than a full alternative to conventional schooling.
The findings come at a time when Kenya is widely regarded as well-positioned for digital education, supported by expanding internet coverage, high smartphone penetration and growing familiarity with online platforms.
However, the study concludes that technological readiness has outpaced trust in online schooling models.
Researchers say that for online education to gain broader acceptance in Kenya, providers must go beyond raising awareness and improving access. Instead, they must directly address concerns around structure, social interaction, parental burden and academic credibility if digital learning is to become a viable mainstream option.
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