Table 1 Codes used to analyze data from document analysis, key informant interviews, and focus group discussions

1) Explore interest in teaching critical thinking for health

Interest in learning resources for teaching critical thinking about health in secondary schools in Kenya

• Education goal on critical thinking

• Curriculum assessment on critical thinking and health

• Need for critical thinking about health

• Comparison of IHC Key Concepts curriculum objectives on health

Opportunities for teaching critical thinking about health

• Proposed curriculum

• Resources to teach critical thinking about health

• Gaps in teaching critical thinking

2) Map where critical thinking about health best fits in the curriculum

Curricular links to critical thinking about health

• Implicit link to IHC Key Concepts

• Teaching critical thinking and health

• Subjects to integrate IHC Key Concepts

• Challenges in teaching critical thinking

Current learning resources used to teach critical thinking about health

• Resources used in teaching critical thinking about health

• Critical thinking assessment

3) Explore conditions for introducing new learning resources in schools,

Decision-making about learning resources in schools

• Who regulates the use of learning resources

• Process of introducing new learning resources

• Capacity needs for introducing IHC resources

• IHC content

4) Describe what information and communication technology (ICT) facilities and software are likely to be accessible in Kenyan secondary schools for teaching and learning purposes, as well as national plans to improve what exists

Current ICT facilities available for teaching in secondary schools

• Policy plans to support ICT use for teaching in schools

• Available ICT conditions in schools

• Challenges of using ICT