Integrating artificial intelligence into Kenya's competency-based curriculum

A model for ethical, inclusive, and context-aware implementation

Abstract

The integration of Artificial Intelligence (AI) into Kenya's Competency-Based Curriculum (CBC) presents both transformative opportunities and complex challenges. This study examines the ethical, infrastructural, and pedagogical implications of AI adoption—focusing on generative and language-based models—in Kenya's education sector, with a particular focus on teacher digital readiness, data governance, and linguistic inclusion. Employing a multi-method qualitative approach, the research combines policy analysis with semi-structured interviews of ten experts, including five public school teachers and five government officials. The findings reveal systemic barriers, including inadequate professional development, fragmented data management frameworks, and the marginalisation of Indigenous languages in AI tools. In response, the study proposes a context-responsive, human-centred model grounded in five pillars: policy and infrastructure reform, teacher capacity-building, local language and cultural integration, participatory design, and equitable learning analytics. This model provides a roadmap for ethically and inclusively integrating AI into CBC implementation, aligning with Kenya's broader goals of equity, innovation, and digital transformation in education.