How AI is changing classrooms in Kenya as teachers, learners adopt chatbots

Kenya has introduced a new Competency-Based education system, which recognises the unpredictability of future education and training requirements and aims to align with changes in technology, processes, and practices. 

Today, artificial intelligence is no longer a conversation in Silicon Valley investor forums, but a concept that internet users from various socio-economic backgrounds are exploring. 

In present-day classrooms, both learners and tutors are exploring Generative AI tools to fulfil their individual obligations. 

Chatbots are a must-have for the learners and tutors, who have personal needs that they expect to fulfil using applications like Gemini, ChatGPT, Deepseek and Meta AI. 

In Narok County, Jane Cherotich, a Junior Secondary School (JSS) teacher, uses Meta AI – through WhatsApp – to assess students’ work. 

“I use AI tools to improve my marking scheme. I can also scan pages of a student’s exam paper, and the chatbot will show me which answers are correct or wrong – especially when a test requires multiple choices,” she says. 

Nawire Wawire, who has been teaching at St.Monica’s Girls for two years, uses AI for lesson planning due to its efficiency and time-saving.

“I use AI for marking as it is fast. Though not very accurate, I can learn why the learner wrote a specific answer and why it is wrong,” says Nawire.

The English Literature teacher also uses AI to create learning activities, as “teaching today is not teacher-centred but learner-centred.”

“I use AI to come up with creative and interesting learning activities for my lessons. Especially co-curricular activities such as debates,” says the teacher, who has since paid for a subscription to ChatGPT Pro to get the full benefits of the chatbot. She also uses Grammarly and Gemini.  

She describes her students as inquisitive, and often uses AI for take-home assignments.

“I try to make the questions reflective so that they are not dependent on AI, and are able to think on their own,” says Nawire.

At the University level, there is some scepticism about the use of AI as lecturers doubt the credibility of AI-generated content.

Dr. Anne Munuku, a Journalism and Digital Media Studies lecturer at KCA University, says the scepticism is due to the data used in training AI models.  

“AI tools depend on existing data, which in most cases is a mix of credible information from credible sources and information that may not be factual or based on actual or realistic findings and ideologies,” says Dr.Munuku. She argues that this lack of credibility in training data has confined lecturers to using AI in casual engagements where academic depth is not needed.

“However, there are lecturers who understand the AI world and who interact with many AI tools, not just ChatGPT.  Seminars, conferences and workshops focusing on the role of AI in education have become increasingly popular. Almost every call for papers has an item on AI,” she adds.

Often, technological disruptions can not be resisted for a long time. We eventually catch up after fears and uncertainties. Over a decade ago, researchers had to walk into libraries and carefully wade through catalogues to find books, journals and magazines for their theses and dissertations. Then, there was the least trust in the quality of online academic materials.

“I dedicate this research project to Google and Wikipedia,” I recall seeing such memes on graduation days. Then, tutors discouraged the use of digitally available literature due to quality concerns. This went on until credible publishers took their books and journals to online databases, opening room for credible literature that is now publicly available online. 

Among university students, AI is largely used for research, summarizing readings, brainstorming ideas for assignments, drafting outlines and exploring course content.

Lyndsey Kageha is an undergraduate student pursuing a degree in Public relations. She considers ChatGPT, Meta AI and Gemini as her go-to chatbots for academic work. 

However, AI-generated content is not accepted in university submissions and could also lead to high plagiarism levels.

“I only use AI for guidance. I rewrite content in my own words, include real examples, add personal insights, double-check facts from reliable sources, and run my assignments through plagiarism detectors,” says Lyndsey.

“I always go through the AI-generated content. I adjust the tone to match my writing style and ensure it reflects my understanding of PR,” she adds.

Shelby Kalekye, a B.Commerce student at Daystar University, uses chatbots to analyse case studies, break down complex theories and develop ideas for class projects. She often uses ChatGPT, Gemini and Copilot to practice marketing scenarios or sample exam questions.

Currently, universities are slowly permitting the use of AI in academic work, recognizing that chatbots are essential assistants in learning.

While students are not allowed to submit AI-generated work, ideation and brainstorming of academic materials using AI tools is permitted.

Dr.Munuku recognises that students are increasingly relying on AI for assignments and research papers.

She recognizes that emerging technologies cannot be resisted for a long time, as there should be room for promoting ethical use of AI.

“Educators are appreciating that just as we accepted the calculator and mathematical tables, we may not escape the presence, role and impact of AI in education,” adds Dr. Munuku.

She further advocates for acknowledgement in the use of AI for academic work, while recognizing the power of the human mind in ideation and execution of academic work.

“Also, verification of information from AI sources is important. Many have reported that reference lists provided by some AI platforms are, in many instances, generic, incorrect or fake.”

Recognizing this demand in the education and research field, technology companies are also developing models to support learning. Google has rolled out an AI Pro package for students, where learners in regions such as Africa will be allowed to use Pro tools for free.

“Bringing the best technologies to every student has always been core to Google's mission. It's why we built Chromebooks for every classroom, and why we’ve been working on LearnLM, which has helped make Gemini the world’s leading model for learning,” Google’s CEO Sundar Pichai said in a statement on August 6, 2025.

For Nawire, her institution has not provided any basic training for the use of chatbots, which might lead to “misuse and overdependence on chatbots.”

At KCA University, the institution has made efforts to sensitize lecturers and students on the ethical use of AI, while offering training on the same. AI learning has been incorporated in IT courses, and lecturers on AI use for teaching and assessment.

“Universities may promote ethical use of AI by first of all accepting that it is an idea whose time has come and there is no turning back. This way, students do not have to secretly seek AI assistance. They can be trained and guided on the use of more reliable AI tools without compromising the role of the human mind,” says Dr. Munuku.

The Ministry of Education is yet to tailor the CBE curriculum to allow the use of AI in education. However, it has begun to adopt emerging technologies in other educational tasks, such as the management of national exams.

This year, the Kenya National Examination Council (KNEC) adopted digitised locks to secure examination materials.

The high-tech locks, KNEC said, were linked to its command centre, enabling a real-time tracking of when each container is opened and closed; a move to curb exam malpractice.