intent and on-ground reality, especially in rural settings.
How AI and EdTech Have Promoted Learning in Kenya
The promise of technology in Kenya’ s schools has been demonstrated in several ways:
Wider Access & Digital Literacy through DLP
Under the Digital Literacy Programme, Kenya distributed over 1.1 million learner devices to more than 22,000 public primary schools, benefiting over 3 million learners in grades 1-3. Teachers have also been recipients of digital teacher devices and training under the same initiative. In many schools, students using tablets, projectors and other digital tools show greater interest and engagement. For example, Iten Primary School in Elgeyo Marakwet County reported that learners are more interested in lessons when the digital devices are incorporated. In Nandi County, nearly all public primary schools received digital devices, and teachers have been trained; teachers and learners there report increases in attendance and attentiveness.
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Beyond government programmes, Kenyan EdTech firms are using AI( broadly defined to include adaptive learning, offlinecapable tools, SMS-based instruction) to support schooling:
M-Shule uses AI plus SMS and chatbots to deliver learning, evaluation, and activation tools aligned with the primary curriculum to learners, even in places without smartphones or reliable internet. Students receive lessons via SMS, assessments, and feedback, enabling personalized learning.
BRCK Education developed the Kio Kit, a“ digital classroom in a box” aimed at rural or infrastructure-poor areas. The Kio Kit includes tablets that are rugged, designed for children, can store content locally via a server / router, and can work with intermittent internet or none, and sometimes with unreliable electricity
Shule. AI is another emerging platform offering an AI-powered learning assistant aligned with the Kenyan curriculum. It supports students and teachers by adapting to student pace, helping with homework, and offering 24 / 7 support. It works across subjects from primary through secondary school.
Eneza Education: Eneza is a mobilebased learning platform that provides educational content, assessments, and teacher support. It is particularly focused on low-resource and rural or remote areas. For example, students use basic mobile phones( feature phones) to access content, mini-lessons, quizzes in subjects like Maths and English. This makes it easier to reach areas where internet and device access are limited.
Arifu: Arifu is a Nairobi-based EdTech company that offers a“ capacity building” platform, including interactive educational content, assessments, and guidance delivered through chatbots and mobile phones. It aims to reach learners who are otherwise underserved by traditional schooling technology solutions.
These platforms illustrate that when done carefully, AI and EdTech can enhance learning outcomes by tailoring content to learners, motivating students, extending reach beyond physical classrooms, and helping teachers track progress and adjust instruction. But even so, rural schools still face major barriers to fully benefiting from such AI and ICT innovations.
Challenges for Rural Schools
Despite these advances, rural schools in Kenya face major obstacles which limit the effective use of AI and EdTech. Several interrelated challenges include; Infrastructure Limitations
Connectivity & Internet Access: One of the most significant barriers to technology adoption in rural schools is inadequate infrastructure. Rural areas in Kenya lag behind in internet usage and ICT access. A recent report by the Communications Authority of Kenya( CA)( 2025), KICTANet and Kenya National Bureau of Statistics( KNBS) shows that computer usage is about 7.3 % among households in rural areas versus 20.9 % in urban areas. The Analytical Report on ICT Based on the 2023 / 24 Kenya Housing Survey, shows that many rural areas lack reliable highspeed internet access, making it difficult to implement online learning platforms and AI-powered tools. This connectivity gap can severely limit a school ' s ability to leverage technology for instruction and administrative tasks. Even if a rural school has the funds to invest in AI-powered software, without a robust internet connection, these tools are rendered useless.
Electric power & reliability: While many primary schools are connected to the power grid- 94.7 % in a sample of 1,000 public primary schools across ten counties were connected to some form of power( grid or solar / generator) in the GIZ Generation Digital project- there remain significant issues with stability and affordability.
Outdated or insufficient devices: Some rural schools may have devices but of low quality older hardware with low processing power, limited storage, or models that cannot support modern software or AI tools. Omito( 2021) in his article ICT Infrastructure for the Uptake of One Laptop Per Child Project in Homa Bay County, Kenya examined the role of ICT infrastructure in supporting the adoption of the One Laptop Per Child Project in Homa Bay County, Kenya, highlighting key challenges and opportunities for implementation. For example, in the Homa Bay County study, many schools had laptop safes and power but were not ready from a full infrastructure perspective. Upgrading this infrastructure can be prohibitively expensive for cashstrapped rural schools, creating a vicious cycle of technological stagnation.
Physical environment & security: Rural schools may lack proper classrooms that can protect devices from dust, weather, or theft. In an article in the Daily Nation titled Big hurdles thwart Jubilee’ s laptops plan, the authors discuss the major
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