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Education stakeholders have issued a firm caution against overreliance on AI, saying that technology must enhance teaching—not replace the teacher.
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They said that the growing enthusiasm for AI in schools is racing ahead of the systems needed to guide its responsible use.
At a time when Artificial Intelligence (AI), is rapidly reshaping classrooms and redefining how lessons are prepared, delivered, and assessed, education stakeholders have issued a firm caution: technology must enhance teaching—not replace the teacher.
Meeting at the Freedom 250 EdTech Innovators Summit held at the Kenya School of Government, educators, policymakers, developers, and development partners converged around a shared concern: the growing enthusiasm for AI in schools is racing ahead of the systems needed to guide its responsible use.
A digital wave reshaping classrooms
Across Kenyan schools, AI-driven tools are increasingly being used to generate lesson plans, assist marking, support revision, and personalise learning experiences for students. Alongside these, broader education technologies; learning management systems, virtual classrooms, and digital assessment platforms—are steadily becoming part of everyday teaching.
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But while the shift signals progress, stakeholders warned that excitement must not overshadow caution.
Education experts argued that Kenya’s digital transformation is not simply an AI revolution. Instead, it is a broader ecosystem of tools that must work in harmony with pedagogy, curriculum goals, and classroom realities.
Teachers remain central to learning
Speaking during the summit, Tufunzeni Executive Director Dennis Omolo noted that no algorithm can replace the human connection at the heart of teaching.
He cautioned against a growing perception that AI could eventually take over key teaching roles.
“Technology will not replace great teachers. It should help teachers teach better and learners learn better,” Omolo said. “The real question is not whether schools should adopt technology, but how we ensure it improves learning outcomes and reaches every learner.”
From excitement to responsibility
Throughout the discussions, stakeholders acknowledged that AI has already begun to transform how educators work. Teachers can now generate quizzes in seconds, access vast repositories of teaching material, and tailor lessons to different learner abilities.
However, they warned that convenience should not become dependency.
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Participants noted that overreliance on AI tools could lead to a decline in critical thinking among both teachers and learners. There were also concerns that automated systems, if not properly moderated, could introduce inaccuracies or context-insensitive content into classrooms.
The training gap slowing adoption
A recurring theme at the summit was the urgent need for teacher capacity building.
While many schools are already experimenting with digital tools, a significant number of educators lack formal training on how to integrate them effectively into lessons.
Stakeholders warned that without structured training, AI risks becoming a tool used inconsistently or superficially—rather than a meaningful driver of improved learning outcomes.
They called for sustained investment in teacher professional development programmes that focus not just on how to use technology, but when and why to use it.
Four pillars for Kenya’s education technology future
To guide the country’s digital learning journey, participants outlined four key priorities that must be addressed if technology is to deliver equitable impact:
First, strengthening digital infrastructure in schools to ensure stable access to devices, platforms, and electricity.
Second, expanding affordable and reliable internet connectivity, particularly in rural and underserved regions where digital gaps remain wide.
Third, investing in locally developed digital content aligned with Kenya’s curriculum and cultural context, rather than relying heavily on imported materials.
Fourth, establishing inclusive education policies that ensure technology adoption does not widen inequality between urban and rural learners, or between well-resourced and under-resourced schools.
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Without these foundations, stakeholders warned, digital transformation could deepen existing disparities in education rather than close them.
Bridging the gap between innovators and classrooms
Another concern raised was the disconnect between EdTech developers and real classroom environments.
Participants observed that while Kenya has a growing number of innovative education platforms, some fail to achieve meaningful uptake because they are designed without sufficient input from teachers.
Classrooms in many parts of the country continue to grapple with overcrowding, limited infrastructure, and resource constraints, realities that must be reflected in any successful technological solution.
Stakeholders therefore called for deeper collaboration between educators and technology developers from the earliest stages of product design.
Innovation grounded in local solutions
Despite the concerns, the summit also showcased optimism, highlighting several homegrown digital tools developed by Kenyan innovators. These platforms support areas such as school administration, STEM learning, digital assessment, and personalised instruction.
The innovations were presented as evidence that Kenya is not merely adopting global technologies but actively contributing to the development of context-specific solutions for education.
Global partnerships shaping the future
International collaboration also featured prominently in the discussions.
Drew Giblin, Counsellor for Public Affairs at the U.S. Embassy in Nairobi, reaffirmed the importance of partnerships in strengthening education systems.
He noted that innovation thrives when governments, institutions, and communities work together to address shared challenges in education access and quality.
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Such partnerships, he said, remain critical in supporting teacher development, language learning, and educational exchange programmes.
Preparing learners for a changing world
Beyond technology itself, stakeholders emphasized the need to rethink what learners are being prepared for.
They urged schools to prioritise skills such as critical thinking, creativity, communication, collaboration, digital literacy, and problem-solving.
While AI will likely become more embedded in workplaces, educators warned that it cannot replace foundational human skills that define adaptability and innovation.
Schools, they argued, must therefore strike a careful balance between embracing digital tools and preserving the core purpose of education: developing well-rounded, capable individuals.
As the summit concluded, one message stood out across all discussions: Kenya’s education system is not facing a choice between teachers and technology, but between responsible integration and uncontrolled adoption.
Artificial intelligence is already in classrooms—and its role will only grow. But stakeholders were firm that its future must be shaped by pedagogy, not hype.
By Hillary Muhalya
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