AI
Bridging the Gap: Challenges Faced by Rural Schools in Kenya in Accessing AI Education and Tools
By Christine Nyandat
Over the past decade, advances in artificial intelligence( AI) and digital tools have transformed how education is delivered around the world. In Kenya, especially in the primary and secondary levels, EdTech and government initiatives have sought to harness AI and ICT( Information and Communication Technologies) to improve learning outcomes, teacherstudent interaction, and overall access to education. AI-driven tools such as intelligent tutoring, personalized assessments, and adaptive learning platforms are increasingly recognized as powerful enablers of differentiated instruction, allowing students to learn at their own pace and according to their individual needs.
Kenya’ s government has not been idle. Between about 2012 and 2022, under the
Jubilee administration, the Government of Kenya( GoK) invested heavily in ICTs in schools. The Digital Learning Program( DLP) or“ Laptop Project” was one of the flagship initiatives. It envisaged turning Kenyan public primary schools into“ Digischools” by distributing devices( laptops or tablets), investing in connectivity, training teachers, and integrating digital content, all towards making Kenyan students globally competitive in a digital society.
Despite these laudable efforts, multiple studies and survey data show that the actual usage and impact of these ICT and AI tools remain limited- especially in rural schools. For example, although over a million devices were distributed to more than 20,000 primary schools under the DLP, surveys indicate that less than 5 % of public schools are actively using digital
devices in class. Also, urban schools have benefited far more than their rural counterparts when it comes to access to AI-enabled tools and EdTech support.
Kenya’ s Laptop Programme under Vision 2030 was meant to ensure that public primary schools are equipped with devices, connectivity, digital content, and teacher capacity. Research, however, shows that implementation has been uneven, especially in rural areas. For instance: In Homa Bay County, a study of the One Laptop Per Child / DLP readiness in public primary schools found that while many schools had basic infrastructure such as device safes( about 79.9 %), power( electricity) was only present in about 74.8 % of schools. Also, having power sockets was more common( 90 %), but other elements like internet connectivity or teacher capacity lagged.
Even when devices are present, effective use is hampered by lack of teachers who are confident and skilled enough to use them, to integrate content, troubleshoot technical issues, or adapt lessons using AI-driven tools. Teachers have minimal or no training in integrating the devices in lesson plans; their experience is largely traditional- chalk and talk!
In Kangundo, Machakos County, a study showed that teachers’ capacity in ICT and availability of facilities significantly determined how well the laptop project was implemented. However, factors like procurement issues, funding, and teacher preparedness were major stumbling blocks. A national assessment( Usawa Agenda, via KNBS) found that only about 40 % of Kenyan secondary schools have operational computer labs; less than half of those have reliable internet connectivity. Also, only about 24.6 % of secondary school teachers had undergone digital literacy training. All these goes to show the massive gaps between policy
88 MAL68 / 24 ISSUE