Digital Literacy is one of the core competencies in the new Competency Based Curriculum (CBC), it enhances quality and standard of education and therefore intends to help learners achieve their potential both in school and in life. Despite the Kenyan government efforts to achieve one child one laptop (1:1) by 2030, its implementation process in public primary schools in Rongo Sub-County has been met with managerial challenges which has widened the digital and knowledge divides between Kenya and other developed countries in the world. The study primarily explored administrative challenges in the implementation of digital learning in public primary schools in Rongo Sub-County, Kenya. The study was guided by the Technology, Organization and Environment (TOE) model theory. The study employed descriptive survey design with a target population of 199 public primary schools. The study was carried out among 60 sampled public primary schools using a simple random sampling procedure. The study used questionnaires and interview schedules to get information from the respondents. The input of the supervisors was vital in developing and ascertaining the validity of the research instruments. A pilot study was carried out in three randomly selected schools with three headteachers, three deputy headteachers and three grade one class teachers in neighboring sub counties with the same characteristics as the sampled schools. Test-retest technique was used to get a reliability of 0.78, 0.70 and 0.72 for headteachers, deputy headteachers and grade one class teachers respectively. The questionnaires were distributed to headteachers, deputy headteachers and grade one class teachers. The collected data was analyzed using Statistical Package for Social Sciences (SPSS Version 21.0) Windows. The findings were presented using frequency tables, mean, percentages, pie charts and bar graphs. The findings of the study showed that 63.6% (61) of headteachers and deputy head teachers agreed that the government did not allocate enough resources to schools towards the implementation of digital literacy while 67.7% (65) of them said that the available primary curriculum did not support digital literacy in schools. The study concluded that managerial challenges such as administrative challenges, were still major challenges affecting the implementation of digital learning in public primary schools in Rongo Sub- County. The study recommended that the government should uniformly provide ICT resources to all public primary schools. The results of this study are useful in the current implementation of CBC and digital learning in Kenya and beyond. The researcher adhered to research ethical considerations.

Rabindranath Tagore, a visionary philosopher and educator, emphasized the vital role of physical education and sports in promoting peace and social cohesion. His unique approach integrated physical development with intellectual and emotional growth, aiming to create well-rounded individuals who could actively participate in and enhance the well-being of society. Tagore’s educational institutions, such as Visva-Bharati, embodied his philosophy, where physical activities were not merely recreational but were seen as essential for holistic human development. Present research explores Tagore’s thoughts and actions on the integration of physical education and sports with his broader ideals of peace, humanism, and global harmony. Present article examines how his educational practices and the role of sports in his pedagogy provided insightful learning in the overall character and personality development of children. Further, the current review explored the significance of physical training and sports culture in Tagore’s childhood and later life. This investigation highlights how he infused physical education and sports through his literary work on poem, poetry, music and drama. Through this exploration, the present article emphasizes the relevance of Tagore's ideas in contemporary discussions on peace, education, and the role of sports in promoting global unity.

This study emphasizes the importance of creating an outcome-based question bank using Bloom's Taxonomy as a framework, with an example drawn from the subject of Zoology and the course Biosystematics. A sample question bank was developed and utilized to generate multiple assessment question sets. The findings highlight that a question bank designed with Bloom's Taxonomy is a valuable tool in Outcome-Based Education (OBE). It facilitates systematic evaluation, enhances conceptual clarity, identifies slow learners, and fosters critical thinking, continuous learning, research, and innovation.