Nairobi: The Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) is promoting the use of artificial intelligence (AI) in schools to help teachers improve lesson preparation, enhance classroom instruction, and strengthen learning outcomes. Speaking during the closing ceremony of the three-day capacity-building programme for Quality Assurance and Standards Officers (QASOs) at CEMASTEA, Karen, Nairobi, Deputy Head of Research and Innovation at CEMASTEA Clotilda Nyongesa said the CEMASTEA has trained teachers with the skills needed to integrate AI into teaching under the Competency-Based Education (CBE) framework.
According to Kenya News Agency, the institution continues to build the capacity of teachers to deliver quality education, noting that artificial intelligence (AI) has become an important classroom tool that helps teachers prepare lessons more efficiently and enhance instruction, particularly in Science, Technology, Engineering and Mathematics (STEM). Nyongesa emphasized that addressing the gap in professional documents is crucial. She explained that when teachers spend too much time preparing, it detracts from their teaching time.
CEMASTEA has developed a course to help teachers prepare professional documents, such as schemes of work and lesson plans, more efficiently using AI. Teachers were encouraged to embrace and use AI to develop lesson plans, prepare schemes of work, and identify teaching resources, allowing them to focus more on engaging learners in classrooms.
To address this gap, the training of Quality Assurance and Standards Officers is key. It familiarizes them with AI and learner-centred teaching approaches in schools so they can provide informed support to teachers within their respective regions. Nyongesa highlighted the importance of ensuring that AI-generated prompts align with CBE tenets and expected learning outcomes.
The programme also emphasized constructive feedback as a crucial element in improving education quality. Officers were encouraged to work alongside teachers as mentors, providing support before, during, and after class rather than focusing solely on inspection. The training also addressed the challenge of supporting STEM in schools where some quality assurance officers come from non-science backgrounds. Through practical activities and exposure to AI-assisted teaching tools, participants were equipped to better guide teachers regardless of their own areas of specialization.
The workshop, themed ‘Enhancing the Capacity of Quality Assurance and Standards Officers (QASOs) to Monitor and Support Teachers of STEM Subjects for Effective Implementation of Competency-Based Education’, aimed to strengthen QASOs’ ability to observe classroom lessons, provide constructive feedback, and support teachers in improving the delivery of STEM subjects. Participants were also equipped with skills to promote learner-centred teaching approaches, mentor teachers toward better classroom practice, and support the effective implementation of the CBE curriculum, particularly at the junior secondary level.
Nyongesa concluded that embracing AI responsibly can reduce teachers’ administrative burden, improve lesson preparation, and create more time for meaningful teaching and learning in classrooms.
