Heterogeneity in Digital Learning Resource Integration: A Multilevel Analysis of Teacher Intern Practices in Secondary Schools Across Homa Bay County, Kenya

Digital learning resources (DLR) are transformative technologies in education. This study investigates their integration in teaching and learning among university teacher interns in secondary schools across Homa Bay County, Kenya, motivated by positive government initiatives and digital literacy policies. It examines the heterogeneity in DLR integration and identifies key factors influencing the infusion of the technologies in classroom practices my university teacher interns. The study assessed how teacher intern attitudes, infrastructural challenges, and pedagogical constraints affect DLR integration. Employing a mixed-methods design, the investigation combined quantitative surveys, classroom observations, and semi-structured interviews to gather data from 105 third-year teacher interns during their practicum placements. The target population, drawn from several Kenyan universities, provided insights into both personal digital competencies and support systems. The findings reveal that teacher interns generally have a positive attitude towards integrating DLR (Mean > 4.5). Findings reveal that the teacher intern attitude significantly influenced the likelihood of teacher interns choosing to integrate digital learning resources (DLR) into their practices (p<0.001, with an R2 value of 0.786). However, the findings show that inadequate technological infrastructure, limited digital literacy and heavy workloads were, among others, the factors that contributed in heterogeneity in integration of the DLR in teaching and learning among the teacher interns. The study concluded that enhancing pre-service training, establishing smart classrooms, and implementing ongoing professional development are essential for optimizing DLR integration. Accordingly, the study recommends policy adjustments, targeted investments, and comprehensive training programs to bridge the digital divide and promote equitable digital education.