Muhingi, Wilkins NdegeMavole, Johnson NzauNzau, Mumo2024-02-152021-10-142024-02-152021-07-30Muhingi, W. N., Mavole, J. N., & Nzau, M. (2021). Digital literacy and online child abuse among primary school children in Langata Sub-county, Nairobi City County in Kenya. International and Multidisciplinary Journal of Social Sciences, 10(2), 1–30. https://doi.org/10.17583/rimcis.2021.55662014-3680https://repo.pacuniversity.ac.ke/handle/123456789/3432.2Journal ArticleKenya introduced Digischool to public primary schools to prepare children for today's digital world attracting a cyber-threat landscape. Utilising a descriptive crosssectional design within a concurrent mixed approach, the study examined the relationship between digital literacy intervention and online child abuse among primary school children in Langata sub-county. Targeted, were children between 9 and 17 years from private and public primary schools, teachers, parents and policy makers, and child protection officers. Godden¶s formula informed purposive and random sampling of 384 respondents, plus a 10% (423) respondents for Key Informant interviews and focused discussions. Quantitative and qualitative data were analysed using both descriptive and inferential statistics and content analysis with the help of SPSS version 22 and Nvivo version 12 respectively. The study revealed stakeholders intervened in online child abuse at various levels using several strategies. The study revealed a significant relationship between the type of school and exposure online. Since the p-value (0.000) was less than alpha (0.05) and we conclude there was a significant relationship between the type of school and exposure to online child abuse. There is a need for systems thinking and a concerted multi-sectoral approach to the improvement of digital literacy hence protecting children online.enDigital literacyOnline child abuseKenyaArticle