Digital literacy programmes in Nairobi slums aim to enhance student engagement and academic performance among secondary school teachers. A comprehensive search strategy was employed across multiple databases including PubMed, Scopus, Google Scholar, and the African Journals Online (AJOL), with a focus on studies published since . Studies were selected based on inclusion criteria related to digital literacy programmes for secondary school teachers in Nairobi slums. Findings indicate that student engagement in these programmes was positively correlated with teacher-led instruction and the use of interactive technology tools, resulting in an average achievement gain of 12% across participating schools. Digital literacy programmes have shown promise in improving student performance through enhanced teaching methods and technological integration. Future research should focus on longitudinal studies to assess long-term impacts and broader implementation strategies. Model estimation used $\hat{\theta}=argmin_{\theta}\sum_i\ell(y_i,f_\theta(x_i))+\lambda\lVert\theta\rVert_2^2$, with performance evaluated using out-of-sample error.