MURANDA: Kenya’s digital classroom moment: Can online schools finally go mainstream?

A student during an online class at Koa Academy/ HANDOUT

Kenya’s education sector is entering a new phase of digital disruption, with fully online schools positioning themselves as the next frontier in learning — not as an emergency response, but as a long-term alternative.

With rising smartphone penetration, improved home internet access and growing digital literacy among young people, education technology players say the country is approaching a tipping point. The question now is whether Kenyan families are ready to embrace full-time online schooling as a credible option alongside traditional classrooms.

Globally, online education is expanding rapidly, fuelled by demand for flexible learning and personalised academic pathways. Kenya reflects many of these trends. Urban households, in particular, are increasingly comfortable with digital platforms for banking, work and social interaction — a shift that is spilling into education.

But despite awareness of online schooling, adoption remains low. Parents still link virtual learning to the chaotic Covid-19 period, when schools abruptly moved online with little structure. Concerns about quality, supervision and social development continue to slow uptake.

EdTech providers argue that today’s online schooling models are fundamentally different from the emergency remote learning seen during the pandemic. Purpose-built platforms now integrate live teaching, data tracking, AI-supported content and structured timetables designed specifically for full-time education.

Koa Academy, one of the players entering the Kenyan market, is betting that a tech-first, teacher-led model can change perceptions. The school uses small digital classrooms — known as pods — where groups of eight students learn together through live sessions and guided independent work.

“The future of schooling is not about replacing teachers with technology — it’s about using technology to make learning more human, more personalised and more accessible,” Mark Anderson, Koa Academy’s co-founder and principal, said.

“When every learner is seen, supported and challenged appropriately, outcomes improve and confidence grows,” he added.

Koa Academy delivers a British international curriculum aligned to global university pathways, while adapting learning to local contexts.

According to the school, the small-group pod model helps replicate the interaction of a physical classroom, addressing one of the biggest concerns parents have about online education — socialisation.

Students collaborate on projects, participate in discussions and engage in co-curricular activities designed to build communication and teamwork skills.

Education experts note that online schools are particularly appealing to families seeking flexibility. Children involved in sports, creative arts or frequent travel can benefit from structured learning that is not tied to a physical location. Online schooling also offers options for learners who may struggle in crowded classrooms or require more individualised attention.

However, challenges remain. Reliable internet access is still uneven across the country, and the cost of devices and data can be a barrier for many households.

Regulators are also playing catch-up, with questions around accreditation, quality assurance and alignment with national education standards still under discussion.

The Ministry of Education has acknowledged the growing role of technology in learning, but policy frameworks for fully online schools are still evolving. Analysts say clearer regulation could boost trust and accelerate adoption by giving parents greater confidence in the legitimacy of digital schools.

Parents who have already made the transition say the shift requires mindset change as much as infrastructure.

“Online schooling works best when parents understand that it’s not passive screen time,” Grace Wanjiru, a Nairobi-based parent and education consultant, said. “It’s structured, interactive and demands commitment from both the learner and the family.”

As Kenya’s economy becomes more digitally driven, proponents argue that schooling must evolve to prepare learners for future work environments. Skills such as self-direction, digital collaboration and adaptability — often built into online learning models — are increasingly valued by employers and higher education institutions.

Whether online schools can truly go mainstream will depend on their ability to demonstrate consistent learning outcomes, support student wellbeing and build trust with parents.

For now, the sector appears to be at an inflection point, where improved technology, changing lifestyles and growing dissatisfaction with overcrowded classrooms are converging.

As Anderson puts it, “This is not about choosing online over physical schools. It’s about expanding choice. Families should be able to choose a model that fits their child — and in today’s digital world, that choice is becoming broader than ever.”

Muranda is a commentator on education issues