Artificial Intelligence (AI) is no longer a futuristic idea; it is gradually finding its way into Kenyan classrooms, transforming the way teachers deliver lessons, assess learners, and manage the heavy demands of Competency-Based Education (CBE). For a long time, teachers were the sole custodians of knowledge, expected to deliver content to large groups of students with limited resources. Today, AI tools are beginning to ease that pressure, offering personalised learning, reducing administrative workload and reshaping the teacher’s role. Rather than replacing teachers, AI is enabling them to focus on mentorship, creativity and guiding learners in responsible technology use.
One of the most significant changes AI brings is in personalised learning, a principle that lies at the heart of CBE. Traditionally, Kenyan classrooms have been teacher-centred, with one lesson plan delivered to pupils of widely varying abilities. This often left weaker learners behind and failed to challenge the more advanced ones adequately. AI-powered platforms, however, can adapt learning materials to meet the individual needs of learners. A Grade 7 student struggling with fractions can receive simpler exercises with guided feedback, while a more advanced peer moves on to problem-solving tasks. For teachers managing classes of 40 to 60 pupils, this kind of differentiation would be almost impossible without AI support.
AI also has the potential to significantly reduce administrative workload, a significant burden for Kenyan teachers. Much of a teacher’s day is consumed by grading assignments, filling in assessment records, and compiling reports. AI tools can automate grading for quizzes and short answers, freeing up teachers’ time to focus on preparing engaging lessons and mentoring learners. Additionally, digital attendance systems and learning management platforms can track participation, allowing teachers to spend less time on paperwork and more time on instruction. This is particularly useful in rural schools where teacher shortages mean one educator often juggles multiple subjects.
Another key area where AI is changing teaching is in assessment and learner support. AI-integrated learning platforms can track student progress over time, highlighting patterns and alerting teachers when a learner consistently struggles with a particular concept. For instance, a child who repeatedly performs poorly in reading comprehension can be flagged early, allowing timely intervention. This proactive approach is vital in the CBE system, which emphasises mastery of competencies rather than rote learning. Teachers, instead of waiting for end-of-term exams, can use AI-driven insights to provide targeted remedial support, thereby boosting learner confidence and outcomes.
AI is also enriching teaching resources. In the past, teachers spent hours searching for lesson notes, visual aids, or practice exercises, often relying on outdated textbooks. With AI, teachers can generate lesson plans, create quizzes, or find relevant illustrations within minutes. For schools struggling with resource shortages, these tools ensure that learners have access to diverse and up-to-date materials. Kenyan teachers in both urban and rural areas can therefore deliver richer lessons, tailored to the CBE requirements, without being limited by physical textbooks or overcrowded libraries.
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At the same time, AI is driving more interactive and engaging classroom experiences. Chatbots, virtual tutors, and gamified platforms can answer student questions outside class hours, provide practice drills, or even teach through games. For instance, language learning apps powered by AI can help learners improve English or Kiswahili vocabulary in a fun and personalised way. Teachers then integrate these tools into their classroom strategy, shifting from being the only voice of authority to facilitators who guide learners in using technology responsibly and effectively.
Yet, AI also introduces new responsibilities for teachers, particularly in guiding students’ ethical and responsible use of technology. As learners interact with AI-powered apps, issues of privacy, misinformation, and over-reliance on technology arise. Teachers must help students distinguish between reliable and biased content, use AI tools as aids rather than crutches, and understand the human role in creativity and decision-making. This digital literacy, taught early, prepares Kenyan learners to navigate a future job market increasingly shaped by technology.
Importantly, the rise of AI highlights the teacher’s irreplaceable role as a mentor and role model. While AI can grade essays or generate questions, it cannot inspire curiosity, encourage resilience, or nurture empathy. Kenyan teachers remain central to shaping values, discipline, and social skills, which are crucial components of CBE. By freeing teachers from repetitive tasks, AI allows them to dedicate more time to mentoring learners, fostering collaboration, and encouraging critical thinking—skills that machines cannot replicate.
However, AI adoption in Kenya is not without challenges. Limited infrastructure in many rural schools, lack of reliable internet, and the high cost of devices mean that not all learners or teachers can access these tools.
Furthermore, professional development is essential. Teachers need training to integrate AI into their pedagogy effectively; otherwise, the tools risk being underutilised or misunderstood. Without proper guidance, there is also the danger of widening the digital divide between well-resourced schools in cities and under-resourced schools in rural areas.
In conclusion, AI is transforming the work of teachers in Kenyan classrooms by personalising learning, reducing workload, enriching resources, and enabling more proactive interventions. It is shifting the teacher’s role from content deliverer to mentor, guide, and facilitator of creativity.
At the same time, it demands new skills and responsibilities, from digital literacy to ethical guidance. The challenge ahead lies in ensuring equitable access and providing sufficient teacher training so that AI benefits all learners nationwide. Ultimately, AI will not replace Kenyan teachers; instead, it will empower them to deliver more dynamic, inclusive and impactful education in the CBE era.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-County and serves as Dean of Studies.
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