Challenges of Tacit Knowledge Sharing among Learners with Intellectual Disability in Selected Integrated Schools in Kenya

Abstract

Rationale of the Study - Tacit knowledge sharing is a vital 21st-century skill, central to Kenya’s Competency-Based Education, which promotes inclusivity and individualised learning. For learners with intellectual disabilities, it fosters personalised understanding through experiential learning and informal interactions, helping them overcome challenges such as accessibility and mobility. The objectives of the study were to analyse the challenges that impede tacit knowledge sharing among learners with intellectual disabilities and to propose recommendations to facilitate it.

Methodology - The study adopted an embedded mixed-methods design. Data were collected from 111 learners with intellectual disabilities, 48 teachers, and 32 parents across 16 purposively selected schools in Kenya. Tools included semi-structured interviews and observations. Quantitative data were analysed using SPSS and Excel, while qualitative data were analysed through thematic analysis in Atlas.ti. Ethical approvals were obtained, and all participants provided informed consent or assent under strict confidentiality.

Findings - Speech impairments, attention deficits, cognitive delays, and social anxiety hinder tacit knowledge sharing among learners with intellectual disabilities. Environmental and instructional barriers, such as rigid teaching methods and stigma, also impacted sharing. Teachers and parents cited communication challenges, cultural beliefs, limited resources, and weak policy implementation as key constraints.

Implications - The study shows how social learning theories explain the development of tacit knowledge and highlights practical needs, such as teacher training and peer support. It also identifies policy priorities, including investment in adaptive resources and inclusive practices to strengthen learning for students with intellectual disabilities.

Originality - This study provides an original contribution by documenting the largely underexamined processes through which learners with intellectual disabilities acquire and share tacit knowledge in integrated classrooms.