Even as digital learning tools become more common in Kenya, a new study shows that most parents are still hesitant to embrace full-time online schooling for their children, despite being aware that such options exist.
Findings from a study by Koa Academy reveal that about 80 per cent of parents know that online schooling programmes are available. However, only 9 per cent have ever enrolled their children in these programmes, showing a clear gap between knowledge and actual use.
The study links this hesitation to experiences during the Covid-19 period, when learning moved online under emergency conditions. Many parents felt that the system at the time lacked order and placed too much responsibility on families, shaping negative views that persist today.
As a result, online schooling continues to be seen by many parents as unreliable, poorly supervised and lacking strong engagement. These views have made it difficult for digital learning models to gain wider acceptance.
Social interaction emerged as a major concern among parents who took part in the study. Many said they fear that online learning could limit children’s interaction with others, which they believe is important for building social skills and emotional growth.
Teacher involvement also strongly influences decision-making. Parents said they value regular teacher engagement and strong relationships, viewing these as essential parts of effective learning, not just academic material alone.
Another challenge highlighted by the study is confusion around the role parents are expected to play. Many respondents said they are uncomfortable with systems that require them to closely monitor learning or guide lessons during the school day.
This concern was more pronounced among working households, where parents said they lack the time to act as supervisors alongside their jobs. As a result, online schooling is often viewed as demanding and difficult to manage.
The study further found that trust in academic outcomes affects uptake. Parents are more open to online schooling when programmes clearly offer recognised qualifications and clear progression to higher education.
In the absence of such assurance, many families treat online learning as a support option rather than a full replacement for traditional schools.
The findings come at a time when Kenya has expanding internet access, widespread smartphone use and growing familiarity with digital platforms. Despite this progress, the study shows that confidence in online schooling models has not grown at the same pace.
Researchers say that improving structure, strengthening social interaction, clarifying parental roles and ensuring academic recognition will be key to increasing acceptance of online schooling across the country.
