Introduction 

Digital tools are changing how students access information, research questions and engage with classroom subjects. In science education, computers, videos and interactive resources can help learners revisit concepts, examine visual explanations and investigate topics beyond the textbook. Yet technology in science education is most useful when teachers guide students in interpreting information and applying what they learn. 

A UNESCO feature published on 1 October 2026 highlights the experiences of two Kenyan educators who are integrating technology and practical learning into their schools. Caroline Ndanu, an educator and school administrator at Daraja Academy in Laikipia County, and Maureen Mburu, a Biology and Science teacher at Buru Buru Girls Secondary School in Nairobi, describe how digital resources can support learning while preserving the human connection between teachers and students. 

Both educators are members of the UNESCO Associated Schools Network (ASPnet), which promotes education for sustainable development and global citizenship. Their experiences show how technology in science education can work alongside practical activities, teacher guidance and the development of critical information skills. 

Technology in Science Education: Opportunities for Learners 

Technology can provide students with additional ways to explore ideas introduced in class. Computers allow learners to research topics, access educational material and return to concepts that require more time to understand. Videos and animations can also help explain processes that are difficult to observe directly. 

At Daraja Academy, students use computers to research subjects they have studied and investigate questions beyond the classroom. Ndanu explained that teacher guidance helps students navigate digital resources more effectively. Students who need additional time can also revisit material in the computer lab and learn at their own pace. 

These examples show how technology in science education can support different learning needs. A student who finds a scientific process difficult to visualise may benefit from an animation, while another may need to read an explanation or discuss the topic with a teacher. 

Digital resources can also encourage independent investigation. Students can formulate questions, compare explanations and use information to develop a clearer understanding of a topic. However, they need support in deciding which sources are reliable and distinguishing evidence from unsupported claims. 

Technology should therefore be integrated into a planned learning process. Teachers can explain the purpose of a digital task, guide students towards relevant resources and ask them to communicate what they have learned. 

Practical Learning Beyond Traditional Subjects 

The UNESCO feature also highlights learning activities that connect school education with practical skills and everyday situations. At Daraja Academy, students take part in activities such as making organic soap, kitchen farming and baking bread rolls. These experiences provide opportunities to apply knowledge through practical tasks. 

At Buru Buru Girls Secondary School, students are preparing to explore chicken rearing alongside its agricultural and entrepreneurial aspects. The activity developed after an ASPnet meeting focused on the Sustainable Development Goals. 

Such projects can connect science with agriculture, environmental awareness, production and business-related thinking. Students may investigate processes, observe changes, discuss resource use and consider the practical decisions involved in carrying out an activity. 

Practical science learning does not need to be limited to a laboratory. Depending on the learning objective, schools can use familiar materials and local contexts to encourage observation, comparison and problem-solving. Activities involving food production, gardening or simple products can create opportunities to discuss scientific principles and the responsible use of resources. 

These projects also help students see connections between classroom subjects and life beyond school. To achieve meaningful learning outcomes, teachers need to make those connections explicit, helping learners explain what they observed and relate it to relevant scientific or social concepts. 

The Role of the UNESCO Associated Schools Network 

The UNESCO Associated Schools Network connects participating schools around the world to promote education for sustainable development and global citizenship. In the Kenyan examples, network participation has helped schools extend learning beyond traditional classroom subjects and develop practical activities connected with wider educational goals. 

The experience at Daraja Academy includes student activities that build practical skills. At Buru Buru Girls, the proposed chicken-rearing project links agricultural learning with entrepreneurship. Both examples demonstrate how schools can use locally relevant activities to broaden learning opportunities. 

Education for sustainable development encourages learners to consider the relationship between people, communities and the environment. It can provide a context for investigating resource use, food production and responsible choices. When teachers connect these themes with science lessons, students can see how scientific understanding contributes to addressing everyday challenges. 

However, the effectiveness of these projects depends on thoughtful planning. Teachers need to establish clear learning objectives, guide practical work and provide opportunities for students to reflect on their findings. Activities are more educationally valuable when students understand not only what they are doing but also why it matters. 

Teacher Training in AI and Digital Literacy 

As digital tools and artificial intelligence become more widely used, teachers need opportunities to develop the skills required to guide students effectively. The UNESCO feature identifies teacher training as an important need, particularly as educators navigate changing technologies and questions about appropriate classroom use. 

Ndanu and Mburu have received UNESCO training in media and information literacy. They reported that the training helped them and their students become more cautious and critical consumers of online content, including in relation to misinformation and disinformation. 

Media and information literacy involves evaluating information, considering its source and deciding how confidently it can be used. These skills are relevant to science learning because students often rely on online resources to research scientific claims, health topics and environmental questions. 

Teacher training in AI and digital literacy can help educators address related concerns. Teachers need to understand the capabilities and limitations of digital tools, recognise privacy risks and help students question information rather than accept every result as accurate. 

AI tools may assist with explanations, brainstorming or research support, but their outputs can contain mistakes or lack important context. Students should learn to verify claims, consult reliable sources and use their own reasoning when evaluating information. 

Schools can support this process by making digital literacy part of everyday teaching rather than treating it as a separate technical subject. 

Digital Access Remains a Challenge 

The Kenyan educators also described limitations in access to digital resources. Both schools have more students than computers available, restricting the number of learners who can use the equipment at the same time. 

This challenge illustrates an important distinction between introducing technology and ensuring that students can use it regularly. A school may have digital resources, but the educational benefit can remain limited if learners cannot access them when needed. 

Schools can respond through careful scheduling, shared learning activities and lesson designs that allow students to work in groups. Teachers can combine computer-based tasks with discussion, printed resources and practical investigations so that learning can continue when devices are unavailable. 

These approaches do not remove the need for adequate infrastructure. Sustained investment in equipment, maintenance and teacher development remains important if digital learning opportunities are to reach more students. 

The experience also shows why technology in science education should be evaluated in terms of access and learning outcomes, not simply the presence of devices. Schools need to consider who can use the tools, how frequently they are available and whether students receive appropriate guidance. 

Keeping Teachers at the Centre of Digital Learning 

Both educators emphasised that technology cannot replace the relationships and judgement that teachers bring to the classroom. Teachers can recognise when a learner is struggling, adjust an explanation and provide encouragement based on their understanding of the individual student. 

This human connection matters in science education because students may need different forms of support to understand a concept. One learner may benefit from another example, while another may need a question broken into smaller parts or an opportunity to explain their thinking. 

Digital tools can complement these interactions. A teacher may use an animation to introduce a process, a computer-based activity to support investigation or an online resource to extend a discussion. The teacher remains responsible for deciding how the resource fits the learning objective and how to respond to students’ needs. 

The educators also highlighted the importance of involving teachers in decisions about technology use. Classroom experience can help schools identify which tools are useful, what support is needed and how digital learning can be implemented responsibly. 

A balanced approach recognises that educational technology can expand access to information, while teachers provide direction, interpretation and personal support. 

Connecting Science Learning with Sustainable Development 

The practical activities described by the Kenyan schools demonstrate how science-related learning can connect with wider social and environmental questions. Kitchen farming and agricultural projects, for instance, can provide opportunities to investigate plant growth, food production and resource management. 

These topics can be linked to broader discussions about sustainability, responsible consumption and local livelihoods. Students can develop questions, observe results and consider how scientific knowledge can inform decisions. 

Technology can extend this work by helping learners research relevant information, compare sources and present their findings. Teachers can encourage students to explain the evidence behind their conclusions and consider the limitations of the information they have collected. 

This combination of practical activity and guided research supports a more active approach to learning. It also helps students understand that science is not restricted to textbook explanations. Scientific thinking can be applied to real situations and used to investigate questions relevant to their communities. 

Conclusion 

UNESCO’s October 2026 feature on Kenyan educators highlights how digital resources, practical activities and teacher guidance can work together to support learning. Experiences at Daraja Academy and Buru Buru Girls Secondary School show how students can use technology to research subjects while participating in activities connected with sustainability, agriculture and practical skills. 

The examples also underline ongoing challenges, including limited computer access, the need for continued teacher development and concerns about privacy and unreliable online information. 

Technology in science education is most effective when it serves a clear learning purpose and remains supported by teachers who understand their students’ needs. By combining digital literacy, practical investigation and human guidance, schools can help learners develop scientific understanding and use information more thoughtfully. 

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