Cancelling Democracy: The Rule Of Flaw MAL 67:2025 | Page 46

AI ' s role in administrative tasks such as grading, record management, and lesson planning- also reduces teachers’ workload, enabling them to focus on pedagogy. Additionally, data analytics from AI tools support evidence-based teaching by offering insights into student performance and learning gaps.

Barriers to AI Adoption in Rural Kenyan Classrooms

Despite the transformative potential of EduTech and AI, rural Kenyan schools face significant barriers that threaten to widen the digital divide:

Infrastructure Deficits: Many rural schools lack stable electricity, reliable internet connectivity, and access to digital devices. AI-powered systems often require high-speed internet and modern infrastructure, which are absent in marginalized communities.

Digital Literacy Gaps: Both teachers and students in rural schools exhibit limited digital competencies. While urban schools benefit from relatively better ICT exposure, rural educators often lack the skills and confidence to use AI tools effectively, leading to resistance or suboptimal use of these technologies.

Insufficient Teacher Training: The Digital Literacy Programme trained many teachers in basic ICT use, but AI demands more specialized, continuous professional development. Many rural teachers are unprepared to implement AI-powered systems, and ongoing support is scarce.

Lack of Localized, Inclusive Content: Many AI learning platforms use generalized content unsuitable for diverse linguistic and cultural contexts. Moreover, tools rarely cater to learners with disabilities, excluding a significant portion of students from AI-supported learning.

Financial Constraints: AI systems often come with subscription fees, licensing

costs, and maintenance demands. For rural schools already struggling with basic resource provision, such costs are prohibitive.

Privacy and Safeguarding Concerns: AI systems collect and process vast amounts of student data. Without proper safeguarding protocols, there’ s a risk of data misuse and exposure. In a context where regulatory frameworks are still developing, rural learners may be especially vulnerable.

Urban-Centric Solutions: Most EduTech innovations target urban or peri-urban schools due to infrastructure readiness and market potential. Consequently, rural learners are left behind, deepening educational inequalities.

Creating Inclusive AI-Ready Learning Environments

To prevent AI from becoming another driver of inequality in Kenyan education, deliberate strategies must be adopted. These should focus on creating enabling environments that support equitable AI adoption, especially in rural and marginalized areas:

Expand Digital Infrastructure

Kenya’ s Digital Literacy Program( DLP), launched in 2016, marked the first significant step in integrating digital technology in education. Through this initiative, over 1 million digital devices were distributed to public primary schools, introducing learners to ICT tools. However, implementation has largely concentrated in urban and peri-urban regions where infrastructure such as electricity and internet connectivity already exists. The government continues efforts to improve connectivity through collaborations like the National Optic Fibre Backbone Infrastructure( NOFBI), which aims to enhance internet access across the country. Some private-sector interventions, such as Safaricom’ s collaborations with schools, focus on expanding mobile broadband

To make AI tools accessible to rural learners, Kenya must prioritize expanding digital infrastructure:

• Solar Power Solutions: In rural regions where grid electricity is unreliable or non-existent, installing solar panels in schools is critical to powering digital devices consistently.

• Broadband Expansion through PPPs: Public-private partnerships should be intensified to extend affordable internet coverage to underserved areas.

• Affordable Digital Devices: Schools need durable, low-maintenance devices like tablets and laptops, possibly through subsidized programs, enabling learners to access AI-powered platforms.

Invest in Continuous Teacher Training

Through the Digital Literacy Programme and the Digital Skills Programme led by the ICT Authority, over 80,000 teachers have been trained in basic ICT literacy. However, much of this training has focused on using hardware rather than integrating more complex tools like AI into pedagogy. Some universities and NGOs provide limited training on digital teaching methodologies, though most focus on urban schools. International collaborations, like those with Microsoft and Google, offer online workshops on EdTech tools. Teachers must be central to AI adoption:

• Professional Development: Training must shift beyond basic ICT use to include pedagogical strategies for AI. Teachers should learn how to integrate AI-powered personalized learning tools into lesson planning.

Teachers empowered with both technical and instructional skills are more likely to embrace AI as a classroom partner, not a threat.

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