KAG EAST University Repository
KAG EAST University repository is a digital platform that Preserves and shares to the world scholarly content from the university by:
- easily ingest documents, audio, video, datasets and their corresponding Dublin Core metadata
- open up this content to local and global audiences, thanks to the OAI-PMH interface and Google Scholar optimizations
- issue permanent urls and trustworthy identifiers, including optional integrations with handle.net and DataCite DOI
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Recent Submissions
The Village Seminary Project: Sustainable Models for Interdenominational Theological Education in Resource- Limited Settings
(African Scholar Publications & Research International, 2025-10) Kyle Chalko,Kinuva Wanjiru
The challenges of poor infrastructure, digital exclusion, and curricula often limit access
to theological education in rural and marginalized communities across Africa and the
Americas. Additionally, traditional seminaries are typically urban-based and resource-
intensive, making them unreachable to many grassroots ministry leaders. Besides, the
curricula utilized seldom reflect local realities. The main aim of the Village Seminary
Project (VSP) is to identify possible gaps in the delivery of theological education in
sidelined communities; while designing and evaluating a sustainable, technology-
supported model for delivering contextually relevant theological education in resource-
limited rural settings. This may be achieved through a viable, technology-driven
framework that combines solar energy, satellite internet, and mobile learning devices to
deliver contextually relevant theological instruction in resource-limited settings. The VSP
Action Research employed mixed methods in a rural Kenyan context with 24 participants,
including pastors and community leaders. Data were collected through surveys and
focused groups. Document analysis was conducted across three phases: needs assessment,
program implementation, and evaluation. Quantitative data were analyzed using Likert-
scale indicators covering ten domains; while qualitative data captured participants’
experiences with cultural adaptation and ministry application. Findings showed that
limited internet access (41.7%), unreliable electricity (33.3%), and high device costs
(33.3%) were major barriers to theological education. However, participants strongly
supported localized, technologically enabled training that reflects community realities.
The introduction of solar-powered, offline-first learning systems improved engagement,
fostered digital readiness, and enhanced collaboration across denominations. Culturalcontextualization and community-based leadership formation emerged as key enablers of
sustainability and impact. The study concludes that integrating renewable energy
solutions with digital and culturally responsive pedagogies can bridge the educational
divide in marginalized regions. The VSP model promotes theological education that is
both accessible and contextually relevant, reducing dependency on centralized
institutions. It further establishes that interdenominational collaboration, community
participation, and investment in local curriculum development are crucial for long-term
success. By aligning technology with theology, the Village Seminary Project offers a
scalable and replicable model for empowering rural leaders and transforming theological
education in resource-constrained settings.
FROM DATA TO ACTION: ENHANCING INSTRUCTIONAL QUALITY AT KENYA ASSEMBLIES OF GOD EAST UNIVERSITY THROUGH EVIDENCE-BASED PRACTICES
(International Journal of Library Science & Education Research Published by Cambridge Research and Publication, 2025-09) Kinuva Wanjiru,MURIMI ELIJAH
This action research examines the landscape of instruction at Kenya Assemblies of God EAST
University (EAST) in a bid to improve the quality of teaching and learning by using evidence-based
strategies. Grounded in the principles of continuous improvement and informed decision-making,
the study, through mixed methods surveys assessed the current instructional practices, barriers to
quality education, professional development needs of faculty, and the role of technology on
pedagogical transformation. The study analyzed a sample of 67 participants comprising 19 faculty
members, 27 students, 13 administrators and 8 others. The most telling indicator of instructional
inadequacy was the use of lectures as the predominant way of teaching (83.1%) and the rare use of
advanced tools such VR/AR (18.5%). Though barriers to quality education were a number, the
most notable were inadequate full time lecturers (27%) and moderate professional development
indicated by 33.9% of the participants. Over 50% of the study respondents strongly expressed the
importance of adequate professional development programs for faculty. The role of technology in
pedagogical transformation drew a Mean of 3.5 out of a rating of 5; with the greatest barrier to
integration being lack of faculty confidence in the use of technology. Findings showed gaps in faculty
preparedness, inadequate use and compounding of instructional technologies, and need for
structured support systems. The research provides another rationale for the importance of data use
to reflect on instructional policies and practices. The results of the current study offer practical
recommendations specific to the distinct context of EAST, which highlight the central importance
of faculty professional development, technology integration and learner-centred pedagogies to
achieve high quality instruction at EAST.
Teaching Beyond Today: Identifying Faculty Development Needs at Kenya Assemblies of God EAST University
(Asian Journal of Education and Social Studies, 2025-07-17) Kinuva Wanjiru,Kasili Isaac,Kalerwa Nicolous
This article is part of an Action Research conducted to establish factors impeding the quality of
teaching and learning at Kenya Assemblies of God EAST University (EAST). The article is directly
drawn from the third objective of the Study aimed at assessing the professional development needs
of faculty members that should be addressed to enhance instructional effectiveness, improving
student preparedness, and strengthening the University’s academic standing. The study adopted a
descriptive research design with both qualitative and quantitative approaches. The return rate of
study tool was 67 out of 75, selected through convenience sampling. Using convenience samplinglimited generalizability. However, it was appropriate for this context-specific action research at
EAST University. Validity was enhanced by experts reviewing the tool and triangulation by using
diverse questionnaire items, and transparent, reflective data analysis. One questionnaire for the
following category of participants was used: 19 faculty members, 27 students; 13 administrators
and 8 alumni including the non-identified. Data from the online survey was analyzed using Google
Sheets, which enabled basic statistical analysis of trends and patterns. The researcher found out
that on the overall, EAST exhibits a solid foundation in some aspects of teaching and learning.
However, Faculty have professional needs that should be met. These areas included firstly,
additional workshops on instructional technologies to improve their teaching effectiveness at 60.3%.
Secondly, is focused trainings on active learning strategies and student engagement (57.8%). The
third area of need is regular training in curriculum design and assessment methods to enhance
EAST Faculty’s teaching skills (55.4%,). Further, training the faculty in understanding and
incorporating inclusive teaching practices for diverse student populations was selected (49.2%); at
the same percentage as training of EAST Faculty in research, innovation, community outreach and
publishing. Lastly, the study established that EAST Faculty can use training on peer mentoring or
collaborative learning opportunities with colleagues to enhance teaching methods (40%).
Barriers to Excellence: Exploring Challenges of Quality Instruction in Higher Education
(Asian Journal of Education and Social Studies, 2025-06-18) Wanjiru Kinuva,Lydia Wonget , and Leonard Ntayia
Aims: The present study investigated barriers to high-quality instruction at EAST as part of an
Action Research.
Study Design: The Study employed quantitative and qualitative methods while employing a
descriptive design.
Methodology: The Questionnaire was administered to a total of 75 participants were surveyed
among whom were 20 faculty members, 30 students, 12 alumni, and 13 administrators. The
instrument used was a questionnaire with both structured and open-ended items. Qualitative data
provided information on identified barriers in contextual detail with descriptive themes.
Results: The statistics revealed limited library resources and digital infrastructure as barriers to the
kind of quality education aimed at by EAST. Further, the investigation registered inconsistent faculty
development. It also revealed that the existing curricula and available employment were not totally
aligned. Its common core courses registered more students with respect to the faculty capacity. The
quantitative responses weighed the efficacy of the pedagogic approach to instruction employed by
the University. This study revealed that 59% of the respondents assessed the teaching methods as
being “effective,” while less than 8% found them “highly effective.”
Conclusion: These findings call for intentional systematic improvement in the teaching methods
engaged for high-quality instruction to be achieved at EAST. The Study recommends intentional
investment in digital and library resources. An increase in the number of full-time faculty, structured
specialized skilled learning communities, and a review of curricula for 21st-century employability.
With these factors addressed, fulfilling EAST’s Mission of providing high-quality, rigorous, ethically
grounded fulfilling EAST’s Mission of providing high-quality, rigorous, ethically grounded, career-
relevant higher education will become a reality.
Raising the Bar: Institutional Self- Assessment of Teaching and Learning Quality in Universities
(IRA-International Journal of Education & Multidisciplinary Studies, 2025-07-02) Wanjiru Kinuva , Kyle J. Chalko
This article is part of an Action Research conducted in the Kenya Assemblies of God EAST (EAST)
with the aim of establishing the impediments of teaching and learning. The end game of the Action
Research was to raise the quality of teaching and learning in the University. This cannot be
effectively done without self-assessment by EAST. Self-assessment is a pivotal component in
enhancing the quality of teaching and learning within higher education institutions. The self-
assessment of the current status of teaching and learning at EAST is essential for maintaining
academic quality, promoting continuous improvement, and aligning institutional practices with
educational goals. The study adopted a descriptive research design with both qualitative and
quantitative approaches. A total sample of 75 was found sufficient considering that the study
tool was one questionnaire for all the categories of respondents; 20 faculty members, 30
students, 13 administrators and 12 alumni were expected to participate in the study. However,
19 faculty members, 27 students, 13 administrators and 8 others including alumni and those
who did not indicate their roles at EAST. Convenience sampling, also known as availability or
accidental sampling was employed in the selection of study participants. The researcher found out
that on the overall, EAST exhibits a solid foundation in some aspects of teaching and learning.
However, focused efforts are needed to enhance pedagogical practices, improve infrastructure, and
strengthen academic support services to create a more engaging and effective learning
environment.