Abstract:
The new Competency-Based Education (CBE) has identified digital literacy as one of the core
competencies. This is intended to prepare learners for 21st-century job-related tasks that demanded
innovation and creativity. However, effectively integrating ICT in teaching and learning has been a
daunting task. This study interrogated the integration of information communication technology for
effective implementation of the competency-based curriculum. More precisely, the survey aimed to
determine the degree to which attitude, and level of self-efficacy influenced effective implementation of CBE
in junior schools in Rangwe Sub-County. The study was guided by Technology Acceptance Model. The
research design adopted a mixed method approach. The target population comprised 101 head teachers,
205 junior school teachers, and 101 public junior schools in the Rangwe Sub-County. The study selected
30% of junior public secondary school heads of institutions and teachers using a stratified random
sampling. The sample size was 101 respondents comprising 33 heads of institutions and 58 teachers.
Instruments were questionnaires and interview schedules. Both descriptive and inferential statistics were
used to analyse the quantitative data. The qualitative data was analysed thematically. Multiple regression
analysis was used to examine the connection between independent and dependent variables. Notably, the
study findings revealed that attitude and level of self-efficacy influenced effective implementation of CBE
in junior schools. The study recommends prioritized investments in post-training mentorship, school-based
coaching, peer-support systems to promote positive attitudes toward ICT, and empowering teachers with
high ICT self-efficacy to act as digital champions or mentors within their schools. Significantly, the study
influences junior school ICT integration policies with a view of better integration strategies.
