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Internationalization of African Higher Education Institutions: Emerging Trends and Evidence from Extant Literature
(International Journal of Social Science and Human Research, 2026-06-06) Rhoda Chumba (PhD) 1, Richard Kimeli (PhD)2 Jepkemboi Choge(PhD) 3
The internationalization of higher education has become an important priority for universities around the world as institutions seek to strengthen their academic standing, expand research opportunities, and engage more effectively in an increasingly interconnected global environment. Across Africa, higher education institutions are actively embracing internationalization through a range of initiatives aimed at improving teaching and learning, enhancing research capacity, increasing institutional visibility, and fostering global partnerships. This article reviews existing literature on the internationalization of African higher education institutions, focusing on key trends, driving forces, opportunities, and challenges shaping the process. Drawing on evidence from scholarly publications, policy documents, and institutional experiences, the review highlights major dimensions of internationalization, including student and staff mobility, international research collaborations, curriculum reform, transnational education, digital engagement, and regional cooperation. The findings suggest that African universities have made notable strides in expanding their international presence and strengthening global academic networks. However, progress continues to be constrained by challenges such as limited financial resources, unequal partnership arrangements, brain drain, and fragmented policy frameworks. This discussion argues for a context-sensitive and inclusive approach to internationalization that responds to the unique realities of African higher education while promoting equitable, sustainable, and mutually beneficial global engagement.
Digitalization and Internationalization of Education in Kenya: Opportunities, Challenges and Impact.
(International Journal of Social Science and Human Research, 2026-05-05) Jepkemboi Choge(PhD)1, Rhoda Chumba (PhD)2, Richard Kimeli (PhD)3
This study examined how digitalization is influencing the internationalization of education in Kenya by exploring its opportunities and challenges. It focused on how e-learning platforms, digital communication tools, and online collaborations are improving access to global education, learning flexibility, and international partnerships. The study also highlighted challenges such as limited infrastructure, digital inequality, high internet costs, inadequate digital skills, and policy gaps. Using a qualitative research approach, data was collected through document analysis. The findings shall provide recommendations for promoting inclusive and globally competitive education in Kenya.
GOVERNMENT SCHOLARSHIPS AND LEARNER COMPLETION RATE IN PUBLIC MIXED DAY SECONDARY SCHOOLS IN CHESUMEI SUB - COUNTY
(GPH - International Journal of Educational Research, 2025) Obed Kipngeti ch Seurei, Dr. Jepkemboi Choge & Dr. Martin Situma
Students’ completion rate varies in various states worldwide. High students’ drop - out still exists in public schools in Kenya which negatively impacts students’ completion rate. Empirically, in chesumei, little is known about the influence of government funding on learner completion rate in mixed day secondary schools. This is despite government funding to day public secondary schools. The objective of this study included to determine the extent to which government funding in form of government scholarships influences completion rate in public secondary schools in Chesumei sub county. The study adopted a descriptive survey research design. Target population was 343 respondents who comprised of 24 principals, 270 heads of department, 48 members of board of management and 1sub county director of education. The sample size was 270 respondents who comprised of 22 principals, 161 heads of department 42 members of the board of management assistant and 1 sub county director of education. The study adopted stratified r andom sampling, simple random sampling and purposive sampling techniques to select the respondents. Primary data was collected using close - ended questionnaires and interview guide. The study adopted content validity where experts’ opinion was sought to valid ate the contents of the questionnaire.The study adopted internal consistency reliability which was tested using Cronbach’s alpha co - efficient. Data that was collected in the study was analyzed using descriptive statistics, inferential statistics and content analysis. Findings revealed that government scholarships/bursaries had a positive and significant effect on completion rate ( (β=0.778, p<0.05). The study concluded that government scholarships enhance learner completion rate in public secondary schools in Chesumei sub county. The study recommends that government scholarships/bursaries should continue being provided to students to enhance students’ completion rate in public secondary schools. The study will be of great significance to the government through the ministry of education in addition to management of mixed public secondary schools. The study will also benefit the scholars as it provides the basis for further research. The study will contribute to theoretical development on government funding and learner completion rate.
Impact of Teacher Qualifications on Learners' Academic Performance in Chemistry in Public Secondary Schools in Chesumei Sub-County
(East African Journal of Education Studies, 2025) Evans Kiprono Tarus1, Dr. George Morara Ontumbi, PhD & Dr. Patrick Cheben Simiyu, PhD
Chemistry is an emerging subject that occupies an important part in societal well-being. Its knowledge forms a foundation of lifelong skills. However, despite its importance, the performance of chemistry in high school has been below expectations. This research aimed to investigate the teacher qualification’s influence on educational performance in Chemistry in public secondary schools in the Chesumei sub-county. The research adopted a mixed- methods approach to gather quantitative and qualitative data. Quantitative data was collected through questionnaires administered to chemistry teachers and students, focusing on their perceptions of teaching practices, classroom dynamics, and academic outcomes. Qualitative data was obtained through semi-structured interviews with randomly selected teachers and students, allowing for in-depth exploration of their experiences, perspectives, and insights into the relationship between teacher-related factors and academic performance. The data collected for this study underwent thorough analysis utilizing statistical software, specifically SPSS (Statistical Package for the Social Sciences). This software offered robust abilities for organizing, interpreting, and developing meaningful insights from the data collected. By employing SPSS, the study aimed to conduct comprehensive statistical analyses, including descriptive statistics, inferential tests, and regression analyses, among others. The study revealed that teacher qualifications have a significant positive influence on student academic performance in chemistry (β=0.413, p=0.000). The study concluded that teacher qualifications enhance learners' academic performance in chemistry within public secondary schools in Chesumei Sub-County. The study recommended that teacher qualifications should continue to be considered when employing teachers as it contributes to improvement in learners' academic performance in chemistry within public secondary schools.
Adsorption of crystal violet dye using Embelia schimperi biochar: optimization using response surface methodology
(Taylor and Francis, 2026-08-05) Margaret Chepkemoi Koske..at al
Crystal violet (CV) is a highly soluble dye used extensively in the textile industry and healthcare. The environmental complex structures of CV result in destructive effects on humans, animals, and the environment. In this study, adsorption of CV using Embelia schimperi biochar as an adsorbent was investigated. E. schimperi waste has unique structural properties and can be used as a biochar and utilized as a low-cost adsorbent. The experiments were two-tier designed: both the classical and optimization by response surface methodology (RSM). Three parameters were evaluated, which are adsorbent dosage, contact time, and pH, while the responses in this study are CV removal (%). Optimization studies were performed using RSM central composite Design using Minitab 17. A quadratic model was chosen for the response. The correlation coefficient, R2, for the quadratic model of CV removal (%) was 0.98, and the p < 0.0001. The optimum CV removal (%) predicted was found at 98%, by using 0.11 g of adsorbent dosage, 60 min of contact time, and pH of 7.5 at desirability of 1.0. It was concluded that the spent E. schimperi biochar can be used as an effective adsorbent for CV removal from aqueous solution.