80% of parents aware of online schooling, but uptake remains low - study

The research by Koa Academy shows that about 80 per cent of Kenyan parents are aware that full-time online schooling options exist.

However, only 9 per cent have ever enrolled their children in such programmes, indicating that awareness alone has not translated into confidence or uptake.

According to the findings, much of the hesitation is rooted in perceptions formed during the Covid-19 pandemic, when emergency remote learning was widely criticised for being poorly structured and overly dependent on parents.

As a result, many families still associate online schooling with inconsistency, limited oversight and weak social interaction.

Concerns around social development emerged as a major barrier. Parents surveyed expressed fears that online learning could isolate students and limit peer interaction, which they view as essential to a child’s overall development.

The study also found that parents place strong emphasis on teacher presence and relationships, ranking them alongside academic content in importance.

Another key issue identified is uncertainty about the role of parents in online schooling. Many respondents indicated reluctance to adopt digital learning models that require parents to act as supervisors or informal teachers during the school day.

The research suggests that this concern reduces willingness to enrol, particularly among working households.

Academic credibility also plays a central role in adoption decisions. Parents reported being more open to online schooling when programmes offer recognised qualifications and clear pathways to higher education.

Without this assurance, online learning is often viewed as supplementary rather than a full replacement for conventional schooling.

The study comes at a time when Kenya is seen as well-positioned for digital education, supported by growing internet access, high smartphone penetration and increasing familiarity with online platforms. However, the findings suggest that technological readiness has outpaced trust in online schooling models.

Researchers conclude that for online education to gain wider acceptance in Kenya, providers must address concerns around structure, social interaction, parental burden and academic credibility, rather than relying on awareness and access alone.