School of Education and Social Sciences

Permanent URI for this collectionhttps://repository.east.ac.ke/handle/123456789/58

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Browsing School of Education and Social Sciences by Subject "Asynchronous Learning"

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    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.