Learning institution administrators face challenges in fully integrating awareness raising into the design and delivery of learning modes for public servants, largely due to varying levels of awareness regarding continuous professional development and the availability of diverse learning options. This situation undermines the development of cohesive and inclusive learning strategies. This study sought to determine the influence of awareness raising on the preferred mode of learning among program participants at the Kenya School of Government Embu Campus. The study was anchored on self-determination theory. A cross sectional design was adopted, targeting 40 program participants. Data was collected using online structured questionnaire and analyzed using descriptive statistics. The findings revealed high levels of awareness of institutional programs, with the majority of respondents (94.6%) indicating awareness of the Senior Management Course. Further, 94.6% of the respondents had undertaken the Senior Management Course. Referrals emerged as the primary source of awareness about Kenya School of Government Programs (35%). Further, face to face mode of learning emerged as the most preferred mode of learning with 55%.The results further established that awareness levels significantly influenced participants’ preferences for different modes of learning and uptake of the programs on offer. The study concluded that awareness raising plays a critical role in shaping the preferred mode of learning among participants, influencing both program uptake and engagement. The study recommends that the institution leverage technology and social media platforms to enhance program visibility and awareness. Additionally, strategic partnerships with government institutions should be strengthened to support systematic sensitization of public servants and improve participation across diverse learning modes.
Akbari, O., & Sahibzada, J. (2020). Students’ Self-Confidence and Its Impacts on Their Learning Process. American International Journal of Social Science Research, 5(1), 1–15. https://doi.org/10.46281/aijssr.v5i1.462
Arambewela, R.; Hall, J. The role of personal values in enhancing student experience and satisfaction among International postgraduate students: An exploratory study. Procedia Soc. Behav. Sci. 2011, 29, 1807–1815.
Benavot, A., Hoppers, C. O., Lockhart, A. S., & Hinzen, H. (2022). Reimagining adult education and lifelong learning for all: Historical and critical perspectives. International Review of Education, 68(2), 165–194. https://doi.org/10.1007/s11159-022-09955-9
Gamage, K. A. A., Dehideniya, D. M. S. C. P. K., & Ekanayake, S. Y. (2021). The Role of Personal Values in Learning Approaches and Student Achievements. Behavioral Sciences, 11(7), 102. https://doi.org/10.3390/bs11070102
Kangethe, A., Simiyu, N., & Njoroge, N. (2016). International Journal of Academic Research in Business and Social Sciences. E-Learning and Disability Mainstreaming, 22-42.
Lin, T.J. (2021). Exploring the Differences in Taiwanese University Students’ Online Learning Task Value, Goal Orientation, and Self-Efficacy Before and After the COVID-19 Outbreak. The Asia-Pacific Education Researcher, 30(3), 191–203. https://doi.org/10.1007/s40299-021-00553-1
Muchanji. (2017). Factors Influencing Delivery of Open and Distance Learning Programmes in Public Universities in Kenya: The Case of the University of Nairobi. Unpublished
Peng, Y. P. M., & Chen, C. C. (2019). The effect of instructor’s learning modes on deep approach to student learning and learning outcomes. Educational Sciences: Theory & Practice, 19(3), 65 - 85. http://dx.doi.org/10.12738/estp.2019.3.005
Sharma, L., & Shree, S. (2023). Exploring the Online and Blended Modes of Learning for Post-COVID-19: A Study of Higher Education Institutions. Educational Sciences, 1-11.
Simiyu, D. (2021). Blended Learning: The Post-COVID-19 Solution for Higher Education in Kenya (A Case of KCA University). International Journal of Research and Innovation in Social Science, 815 -819.
Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8
UN. (2024). SDG. GENEVA: https://www.un.org/sustainabledevelopment/education/accessed on 26/03/2024.
UNESCO Institute for Statistics (UIS ). UIS.Stat Bulk Data Download Service. Accessed September 19, 2023. apiportal.uis.unesco.org/bdds.
Kangethe, A. T. W., Macharia, P., Moraa, J. E., & Kurui, D. K. (2026). Effect of Awareness Raising on the Preferred Mode of Learning in the Public Service in Kenya: A Study of Kenya School of Government, Embu Campus. International Journal of Academic Research in Business and Social Sciences, 16(5), 1118–1129.
Copyright: © 2026 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
