International Journal of Social Science Research (IJSSR)

Teachers’ Conceptions of Innovation-Driven Pedagogical Practices in 21st-Century Classrooms in Competency-Based Education, Kenya

The global transformation of education, driven by globalization, digitalization, and evolving labour market demands, has intensified the integration of innovation-driven pedagogical approaches within Competency-Based Education (CBE). Kenya’s transition to CBE positions teachers as central agents of pedagogical innovation; however, their conceptions significantly influence implementation outcomes. This study qualitatively explores teachers’ conceptions of innovation-driven pedagogical practices in 21st-century classrooms within the Kenyan CBE context. Adopting an interpretive phenomenological design, the study employs thematic analysis of policy documents, peer-reviewed literature, and international education frameworks. Findings indicate that teachers conceptualise innovation in terms of learner empowerment, curriculum responsiveness, and professional transformation. However, innovation is also perceived as constrained by institutional, capacity-related, and systemic challenges. Overall, teachers’ experiences, contextual realities, and beliefs shape the enactment of educational innovation in CBE classrooms. The study recommends strengthened institutional support, policy coherence, and sustained professional development to enhance effective CBE implementation. Keywords: Competency-Based Education, pedagogical innovation, teachers’ conceptions, phenomenology, Kenya