The Challenges of Going Digital

The Challenges of Going Digital: What We Gained and What We Lost – Examining Screen Fatigue, Access Inequalities, and Reduced Human Interaction 

By Thomas Mailu 13-0940

When the Kenya’s education system moved to digital platforms (during and post- COVID 19 pandemic), most ran with the flexibility of continuous learning opened up by digital platforms. The flip side to that shift, however, was a hidden cost of screen fatigue unequal access and degraded human interaction. The difficulties show that there can be no leaving digital learning in the past but that institutionalization into practice, (field) sites which means equity will have to be grasped balances. 

The onset of a global pandemic, multiplying other concerns ranging from academic to societal, has hastened the digitization of educational systems worldwide. Kenya’s schools were closed for more than a few months forcing learners and teachers to experience a sudden transition into remote learning models. From urban private institutions conducting Zoom classes to rural learners depending on radio lessons and WhatsApp voice notes, education took many digital forms. The narrative that “digital is the future” became dominant. However, the long-term implications of digital-only learning environments have now begun to surface.

One of the first things that people noticed was screen fatigue -a term for both physical and mental wear and tear from prolonged digital device use. Kibathi & Otieno (2021) in their study of students from Nairobi reporting more eye strain, insomnia and poor attention spans from spending more than three hours per day online courses. Burnout also impacted educators, who were over-taxed from creating and presenting their content without breaks or sustained support.

That according to the Kenya Institute of Curriculum Development (KICD, 2020) less than 45% of public primary school children had access to digital devices at home during the lockdown. Almost all, learners particularly in the informal settlements or far-flung areas such as Turkana and Garissa others had no electricity or stable internet even radios. But at the same time students attending private schools in Nairobi, Mombasa and Kisumu immediately made the switch without a hitch to Google Classroom or Microsoft Teams. 

Finally, there was a massive reduction in social and emotional skill development. Physical classrooms are a place of instruction but are also areas that students make best friendships, gain empathy and learn communication. Without this, many learners felt isolated. Teachers reported difficulty gauging emotional wellbeing or class morale through screens, especially when cameras were off. One of the parents, whom Nation Media Group interviewed in 2022, said her daughter became more withdrawn and anxious throughout the home learning period.

These issues rest on a core assumption that successful schooling is not merely about getting content through but also about connection, equitable access, and student welfare. If digital learning creates environments where students are either physically drained, emotionally disconnected, or completely left out, then its effectiveness as a learning model must be questioned. The tools themselves are not the issue, how and for whom they are implemented is.

The warrant here is that learning is a social activity, and any educational technology must support, not replace, those human dynamics. As Vygotsky’s sociocultural theory argues, learning occurs in a social context through interaction and collaboration (Vygotsky, 1978). When those elements are stripped away, digital learning risks becoming transactional and alienating.

Some educators and policymakers argue that digital education is still more inclusive than traditional methods. After all, students with disabilities can benefit from screen readers, learners in conflict zones can study remotely, and working youth can take courses asynchronously. They further assert that digital platforms encourage self-directed learning and prepare students for the digital economy.

In fact, digital literacy is now considered a core skill. According to a UNESCO (2021) report, technology-enhanced learning offers unprecedented flexibility and personalization. The argument goes that rather than focus on challenges, we should double down on investments in ed-tech infrastructure, teacher training, and device distribution to make digital learning universally accessible.

This counterargument is valid and important, but it must not ignore lived realities. Yes, digital learning can enhance accessibility and personalization, but only when the ecosystem is ready. At present, Kenya’s infrastructure, funding, and policy frameworks are still catching up. Forcing a full digital transition without addressing foundational gaps may worsen the very inequalities it claims to resolve.

Moreover, increased digital literacy doesn’t automatically translate to educational quality. A student attending class on a parent’s borrowed phone while sitting outside to access mobile data is not on a level playing field with a peer attending school on a laptop with Wi-Fi and parental support. We must ask: digital for whom, and at what cost?

Also, as Kirimi and Wanjohi (2022) observed in their study on blended learning adoption in Kenya, students who learn best through dialogue, discussion, or hands-on activity are often underserved by passive online lectures or pre-recorded modules. Until digital tools fully support collaboration, feedback, and emotional intelligence, they remain incomplete substitutes.

Conclusion

Going digital gave Kenya’s education system continuity during crisis, but it also revealed critical shortcomings. From emotional disconnection and physical exhaustion to structural unfairness, these challenges prove that online learning is no panacea. The answer is a thoughtful, inclusive, and hybrid approach blending technology’s flexibility with depth of human connection.  Online learning must not replace classrooms, but enhance what happens inside them.

References

Kibathi, B., & Otieno, R. (2021). The effect of remote learning on student health and performance in Nairobi. Journal of African Education Studies, 9(2), 113–125.

Kirimi, L., & Wanjohi, M. (2022). Blended learning in Kenyan secondary schools: Implementation and perceptions. East African Journal of Educational Research, 14(1), 75–88.

Kenya Institute of Curriculum Development (KICD). (2020). Digital learning uptake during COVID-19 school closures. Nairobi: KICD.

UNESCO. (2021). Reimagining our futures together: A new social contract for education. Paris: United Nations Educational, Scientific and Cultural Organization.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.