Nairobi: Government is stepping-up efforts to integrate Artificial Intelligence (AI) and digital literacy into STEM education to enhance learning in classrooms. The approach is aimed at strengthening teachers’ skills in science, technology, engineering, and mathematics alongside digital competencies.
According to Kenya News Agency, Professor Catherine Ngila, Executive Director of the African Foundation for Women and Youth in Education, Science, Technology and Innovation (AFoWYESTI), emphasized the importance of digital literacy training, particularly in AI, during a workshop at the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) in Nairobi. She noted that AI can deepen learners’ understanding of STEM subjects, promote innovation, and expand access to learning beyond the classroom. However, she highlighted that unequal access to technology remains a challenge, especially for learners in remote areas and those with special needs.
Professor Ngila called for a multi-stakeholder approach to address disparities in technology access and infrastructure gaps in schools. She emphasized the need for improved facilities and laboratories and highlighted persistent gender disparities in science education as barriers to the full participation of women and girls in STEM.
The Chemistry Professor clarified that AI is not meant to replace teachers but to strengthen their capabilities. She urged educators to verify AI-generated information and adapt it to align with the curriculum, stressing the importance of cross-checking facts against reliable sources.
Kenya is relatively advanced in digital technology in Africa, positioning it well to adopt AI in education. Professor Ngila encouraged the continued development of policies to guide the responsible use of AI in education and praised the Kenya Institute of Curriculum Development (KICD) for its efforts in STEM education and digital literacy.
Dr. James Munyao from the Technical University of Kenya highlighted the importance of robust data protection measures as digital technologies become more integrated into schools. He called for strengthened legislation and institutional policies to protect personal and institutional information, noting the need for continuous review of existing frameworks to address emerging gaps.
Professor Ruth Wanjau from Kenyatta University advocated for greater equity and inclusion in the adoption of AI and digital technology in education. She urged educators to ensure access to digital tools for all learners, regardless of their circumstances, and encouraged innovative solutions using basic mobile phones.
Prof. Wanjau also addressed concerns about AI making learners or teachers ‘lazy,’ emphasizing that AI can empower them to achieve more. She urged teachers to guide learners in effectively using AI, stressing the importance of customizing AI-generated responses to local contexts.
The two-day workshop aimed to enhance teachers’ digital literacy and skills in using AI and digital tools for STEM education, learning, and assessment.
