Wananchi opinion: How obsession with 'trending' has killed intellectual role models for our kids

In many secondary schools across Kenya today, a noticeable shift has occurred in the way students choose their role models.

Where once the image of a doctor, teacher or engineer evoked admiration and ambition, many students now turn their eyes and hearts to musicians, athletes and social media influencers.

This change is not a random trend. It is deeply rooted in the social and cultural transformations that have taken place over the past two decades.

Understanding this shift requires a close look at the current state of society, the changing nature of success, and the powerful influence of modern media.

One of the primary reasons academic professionals have lost their former status as mentors is the visibility of alternative role models.

 Celebrities dominate television, social media and public events. A young Kenyan today is more likely to hear a new hit song than listen to a scientific breakthrough.

 They will see the flashy lifestyle of a footballer before understanding the daily routine of a surgeon. Fame has become easily accessible, and success appears instantaneous.

Unlike doctors who spend years in university and even longer in practice before gaining recognition, celebrities often appear to rise overnight. This perceived ease of success attracts young minds who are yet to fully understand the values of patience, discipline and long-term goals.

Moreover, academic success is often portrayed as boring or too demanding.

Many students associate academic professionals with strict rules, exams and long lectures. In contrast, musicians and athletes are seen as vibrant and free.

The fun-filled and expressive world of entertainment naturally appeals to young people who are still in the exploratory phase of their lives.

The youthful energy within them gravitates more towards what is exciting than what is necessarily beneficial.

This psychological preference fuels the disregard for traditional mentors.

Another critical factor is the current economic reality in Kenya. Many academically qualified individuals struggle with underemployment or unemployment.

A student who sees a graduate struggling to make ends meet is less likely to be inspired by their path.

On the other hand, celebrities showcase a life of wealth, travel and influence. They drive expensive cars, wear designer clothes and enjoy large followings online.

The stark contrast between the lives of many professionals and celebrities distorts the value of education in the eyes of learners.

The digital era has also played a significant role. Platforms such as TikTok, Instagram and YouTube give fame to individuals who may not have any formal education or professional achievements.

The ability to entertain or create content now brings not only attention but also income. Students who spend most of their time on these platforms are constantly fed with examples of individuals who gained success without going through traditional education paths.

This new reality challenges the long-standing belief that academic success is the surest route to a prosperous life.

To address this shift in mindset, the solution lies not in discarding academic professionals from the motivational equation but in reshaping how they are presented.

Professionals need to tell their stories more vividly and relate them to real-life experiences that students can connect with.

When doctors, engineers and scientists share the challenges they overcame and the rewards of their work, students are more likely to relate to and admire them.

 Let students hear from a doctor who grew up in the same village, walked to school barefoot and now treats children in a major hospital.

Let them meet engineers who use their skills to build community projects and solve local problems.

It is also vital to integrate modern platforms into education and mentorship. Academic professionals should establish an online presence and share their journeys, successes and even struggles. Engaging students through platforms they already use will make these professionals more relatable and accessible.

Schools can also introduce mentorship programs where professionals engage with students not only through talks but through sustained relationships.

A one-day motivational speech will not have the same impact as a mentor who checks in regularly, offers guidance, and celebrates small academic wins with a student.

Finally, society must redefine success and celebrate academic and ethical achievements as much as it celebrates talent and entertainment.

Media, schools, parents and policymakers must work together to highlight stories of educated individuals making a difference in society. Only then will students begin to balance their admiration between entertainers and educators.

The goal is not to replace one with the other but to help young people see that true success can wear different faces, and the value of knowledge must never be forgotten.

Mr. Abol Kings is a senior Secondary School teacher in Kenya