The primary challenges in implementing Competency-Based Education in English classes include teachers' understanding of CBE, effective pedagogical strategies for integrating competencies, and the availability of instructional resources. Institutional support also plays a crucial role in overcoming these challenges, as it is necessary for effective CBE integration .

Instructional resources and institutional support are crucial for the successful implementation of CBE in English classes. Adequate resources ensure that teachers can effectively deliver competency-based instruction, while institutional support provides the necessary backing to address challenges and ensure efficient application of CBE practices. This includes training and guidance for teachers, as well as necessary material support .

The study proposes that stakeholders such as curriculum developers, teacher trainers, and school administrators identify gaps in current CBE integration approaches through the insights gathered. They could then propose actionable steps for effective implementation. These steps involve improving teachers’ understanding of CBE, enhancing pedagogical strategies, ensuring the availability of adequate instructional resources, and providing robust institutional support .

The integration of CBE in English Language Teaching helps achieve Kenya's educational goals by promoting the development of 21st-century skills in students. This includes equipping learners with critical thinking, creativity, and communication skills essential for lifelong learning, increased employability, and participating effectively as global citizens. Such integration aligns with the broader objectives of Kenya's CBC and CBE frameworks for educational reform .

The shift to Competency-Based Education (CBE) significantly impacts English Language Teaching (ELT) in Bureti Sub-County by emphasizing the development of key competencies such as communication, critical thinking, creativity, collaboration, and digital literacy. Teachers are expected to integrate these competencies into their English instruction, transforming traditional teaching methodologies. The research examines teachers’ understanding of CBE, the pedagogical strategies used, the challenges of implementation, and the resources available. The insights aim to guide stakeholders to bridge gaps in current practices and enhance the effectiveness of CBE in English teaching .

The study uses a mixed-method approach to assess CBE skills integration. It combines qualitative data from interviews and classroom observations with teachers and quantitative data from student questionnaires and teacher surveys. This comprehensive approach is designed to provide a clearer understanding of how CBE skills are being integrated into English language instruction .

The study's findings provide stakeholders in the education sector with insights into existing gaps and areas for improvement in CBE integration within English Language Teaching. Curriculum developers, teacher trainers, and school administrators can use this information to tailor interventions, enhance training programs, and allocate resources more effectively to ensure robust implementation of CBE. The findings also underscore the need for ongoing support and development for teachers within Kericho County and beyond .

Integrating digital literacy into English Language Teaching aligns with the Competency-Based Education goals by preparing students for a technology-driven world, thereby enhancing their employability and adaptability. In Kenyan schools, this integration is particularly significant as it fulfills part of the skill set necessary for participating in a globalized world and supports lifelong learning and innovation. Teachers who integrate digital tools into their instructional practices can enhance learning experiences and outcomes in alignment with CBE objectives .

The key competencies highlighted in the CBE approach to English Language Teaching include communication, critical thinking, creativity, collaboration, and digital literacy. These competencies are central in equipping learners for lifelong learning, increased employability, and becoming global citizens .

Mixed-method research provides a comprehensive approach by combining qualitative insights from interviews and observations with quantitative data from surveys and questionnaires. This enhances understanding by offering a holistic view of teachers' experiences, strategies, and the effectiveness of CBE practices. It allows for assessing both the depth and breadth of CBE integration, identifying qualitative nuances and quantitative trends, which are invaluable for informed decision-making and policy development in English Language Teaching .