This chapter discusses the integration of digital literacy in competency-based curriculum (CBC). In the introduction, the authors discuss the 21st century skills and their relevance to the competency-based curriculum. The discussion funnels from global, regional, and local contexts. Theoretical perspectives in ICT and the CBC are dealt with to provide a background. Multiple approaches of integrating digital literacy within the curriculum are highlighted later in the chapter. These issues are discussed in the light of the extant literature on digital literacy and the competency-based curriculum. The discussion revolves around the trends, controversies of digital literacy in the CBC with possible solutions put forth towards the end of the chapter. Finally, recommendations and future research directions are made. The chapter concludes with a summary of the major issues discussed in the chapter and recommendations for further reading.

Global reforms in the educational sector have laid critical emphasis on acquisition of relevant skills for individual and society development in the 21st century and beyond. Kenya rolled out the competency-based curriculum in 2018, which focuses on identifying and gauging specific learning competencies that are required for real world practice. Kenyatta University has begun to train graduate teacher trainees under the competency-based curriculum. The study sought to explore the level of graduate teacher trainee acquisition and utilization of 21st century competencies while undertaking the novel research methods unit offered to 2nd year undergraduate students. The results showed that students acquired and utilized digital literacy and collaboration while undertaking the course. The study provides critical and useful information that would assist in designing interactive online course units and activities hence enhancing learner engagement, acquisition, and utilization of 21st competencies and skills.

This chapter focuses on evidence-based practices of virtual exchange in higher education (HE). The chapter opens with a discussion of exchange programs in HEIs. A cursory look at the nature of academic exchange programs reveals the traditional models involving faculty and student mobility programs between universities have been and continue to be the modus operandi of many higher education institutions (HEI). The discussion revolves around the application of this traditional approach and the benefits that have accrued. Later sections of the chapter shift the discussion to emerging models and discusses virtual exchange as the new paradigm in global academic exchanges. Various models of virtual exchange programs are discussed with a view of documenting evidence-based global practices. The chapter concludes with change and policy recommendations and suggestions for further reading.

With the emergence of the COVID-19 pandemic, higher education institutions (HEIs) adopted the blended mode of teaching and learning as a mitigation measure to ensure continuity in teaching and learning. Blended learning seems to be the new normal in most universities post COVID-19. Regrettably, it was observed that students in the regular mode of study who were predominantly taught through face to face are registering low attendance in online classes. This study aimed to establish the implication of blended mode of learning on online class attendance among fourth-year regular undergraduate students in the Department of Educational Management, Policy, and Curriculum studies at Kenyatta University. The findings showed that the COVID-19 pandemic negatively affected online class attendance and engagements through the learning management system. Face to face was the preferred mode of learning. Poor internet connectivity, high cost of bundles, and distractions from the home environment were identified as challenges.