THE INTEGRATION OF ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION IN KENYA: A THEORETICAL PERSPECTIVE ON AI COMPETENCY FRAMEWORK
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Abstract
This paper explores the integration of artificial intelligence (AI) in higher education in Kenya, focusing on its impact on curriculum development, teaching facilitation, and assessment. AI technologies have the potential to transform educational practices by enabling personalized learning, enhancing administrative efficiency, and supporting data-driven decision-making. In Kenya, universities are increasingly adopting AI for tasks such as automating grading, offering personalized learning experiences, and providing 24/7 academic support through AI-powered chatbots. However, challenges related to equity, access to technology, and ethical considerations remain significant, particularly in rural areas with limited access to digital resources. To address these challenges, the paper advocates for the development of an AI competency framework for educators. This framework would equip teachers with the necessary knowledge, skills, and ethical mind-sets to effectively integrate AI tools into their teaching and learning practices. Drawing on global research, such as UNESCO's AI competency framework for teachers, as well as local studies from Kenya, the paper emphasizes the importance of professional development, infrastructure investment, and policy guidelines in ensuring equitable AI adoption. The paper concludes that, with the right support and resources, AI can play a pivotal role in transforming Kenyan higher education, fostering inclusive and personalized learning environments while safeguarding academic integrity and ethical standards. By empowering educators and addressing the digital divide, AI can contribute to a more equitable, efficient, and innovative educational landscape in Kenya.