I am confronted by imminent switch to artificial intelligence (AI) and emerging innovations in my career as new technologies and best practices continue to emerge. How do I adapt to new tools and embrace a technology-driven education dispensation?
In March, the government launched the Kenya Artificial Intelligence Strategy 2025-2030 to integrate AI into critical sectors including agriculture, healthcare, finance, and education.
Before this, the Kenya Institute of Curriculum Development) integrated digital literacy and competence into the competency-based education.
The two steps push schools towards digitally literacy for effective learning experiences.
First, focus shifts to optimisation of the workforce by increasing AI confidence and integration of technologies in processes. Teachers use emerging technologies in termly automated grading, data processing, streamlined communication and financial management.
There are additional opportunities in remote learning, mentorship, centralised assessment, lesson and content planning and personalised learning, among others.
In view of this, the Teachers Service Commission (TSC) has a digital literacy framework in which 30 principal schools are linked to 180 satellite ones to offer remote learning. We can utilise the TSC-trained ICT champions per school to implement a nation-wide linkage and a cascaded AI-specific re-skilling of the staff.
Second, learners must be given a competitive edge by preparing them for a future job market that will be driven by technology.
A good starting point in developing strong AI foundational skills is implementing the coding and computer programming syllabus in all public schools as highlighted in the Kenya National Digital Master plan 2022-2032. Currently, not all schools offer computer studies.
Foregrounding AI curriculum will develop a talent pool equipped with emerging technical skills and industry requirement. According to the AI strategy, Kenya is experiencing a significant gap between the high demand for AI skills and the limited number of qualified professionals with only 25 percent of university graduates completing a STEM course.
Teaching learners to look at AI as labour-replacing and labour-complementing helps them to value acquisition of values and soft skills.
In our quest to be a leading force in the African AI landscape, and revolutionise education, we must boldly prepare the classroom, teacher, learner and parent well with skills like empathy, effective communication, critical thinking, continuous learning and global consciousness.
Third, what is the role of parents in the AI dispensation? The responsibility of sensitising parents into seeing themselves as co-participants in integrating AI learning at school with home environment rests on the teachers’ shoulders.
However, Kenya’s data and infrastructure score of 51.58 percent is still low and the existing digital divide needs government’s sustainable intervention. Half of the population is off-grid in home ecosystems that do not support efforts to develop AI talents of children.
