Abstract: This paper explores Kenya’s readiness for the inclusive adoption of Artificial Intelligence (AI) in its education system, given its ongoing digital transformation efforts underpinned by initiatives like the Digital Literacy Program (DLP). Despite notable strides in integrating ICT, significant challenges remain in achieving equitable AI implementation. These challenges include disparities in infrastructure between urban and rural areas, limited digital literacy among teachers and students, and accessibility issues for students with disabilities. AI’s potential to revolutionize personalized learning, address teacher shortages, and improve administrative efficiency offers promising solutions to Kenya's educational challenges. However, the uneven distribution of resources and inadequate teacher training impede the full utilization of AI technologies. A Systematic Literature Review (SLR) approach of 214 documents reviewed revealed that marginalized communities face disproportionate barriers. This review highlights the need for targeted investments in infrastructure, teacher professional development, and inclusive AI design. Recommendations include expanding digital infrastructure, fostering public-private partnerships, and developing policies that ensure AI tools are accessible to all students. By addressing these gaps, Kenya can leverage AI to enhance educational equity and improve outcomes for all learners.
Keywords: Artificial Intelligence, ICT Education, Inclusivity, Kenya, Digital Transformation.
Title: Incorporating AI in Kenya's ICT Education System: Are We Ready to Embrace this Change Inclusively? A Systematic Literature Review
Author: Dr. Salmon Oliech Owidi
International Journal of Recent Research in Mathematics Computer Science and Information Technology
ISSN 2350-1022
Vol. 12, Issue 1, April 2025 - September 2025
Page No: 1-16
Paper Publications
Website: www.paperpublications.org
Published Date: 01-April-2025
