The Moderating Role of School ICT Infrastructure On Adaptive Digital Storytelling and Digital Information Literacy in Rural Primary Schools

Abstract

The integration of Information and Communication Technology (ICT) into primary education has become a strategic priority for improving teaching and learning outcomes. In Kenya, initiatives such as the Digital Literacy Programme, the Competency-Based Curriculum, and the National EdTech Strategy have expanded access to digital technologies. However, disparities in ICT infrastructure persist in rural primary schools, raising concerns about whether infrastructure enhances the effectiveness of technology-supported pedagogies. This study examined the moderating influence of School ICT Infrastructure on the relationship between Adaptive Digital Storytelling (ADS) and Digital Information Literacy Skills Development (DILSD) among learners in selected rural public primary schools in Nyeri County, Kenya. Guided by Constructivist Learning Theory, Experiential Learning Theory, and the Technological Pedagogical Content Knowledge (TPACK) framework, the study adopted a positivist philosophy and a quantitative cross-sectional survey design. Data were collected from 2,894 learners across 39 rural public primary schools using structured questionnaires. School ICT Infrastructure was measured through the availability of digital devices, internet connectivity, electricity reliability, educational software, technical support, and accessibility of ICT facilities. Data were analysed using Covariance-Based Structural Equation Modelling (CB-SEM) following assessment of reliability and validity. The findings revealed that the measurement and structural models exhibited acceptable psychometric properties and model fit. School ICT Infrastructure demonstrated a positive but weak moderating influence on the relationship between Adaptive Digital Storytelling and Digital Information Literacy Skills Development, indicating that infrastructure alone is insufficient to maximize learning outcomes. The study concludes that effective digital education requires integrating adequate ICT infrastructure with learner-centred pedagogies, adaptive digital learning environments, and teacher professional development. The findings provide valuable insights for policymakers, curriculum developers, and educators seeking to strengthen digital learning in resource-constrained rural schools.