Consequences of Artificial Intelligence on Teaching and Learning in Higher Education in Kenya: Literature Review

  • Annerose Wanjiku Wang’ang’a, PhD St. Paul’s University
Keywords: Artificial Intelligence, Global Impact, Ethics, Learning, Higher Education
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This article investigates the global impact of Artificial Intelligence (AI) on higher education, focusing on Kenya. Examining published studies, the prevalence of AI in higher education was found to be highest in Asia (41%), compared to 1% in South America and 2% in Africa. A 2023 global student survey revealed that Generative AI was most popular in Kenya, with a usage rate of 63%. Moreover, a study among students aware of AI content detectors in their institutions indicated a significant reduction in the use of AI-generated content, affirming the deterrent effect of such detectors. The future of higher education is poised for a revolution with AI, particularly in individualized learning. Algorithms will assess academic scores, passions, and preferred learning strategies to tailor personalized education paths, adapting and evolving with the learner. AI technologies have enhanced inclusivity in education, benefiting learners with various impairments. Despite the transformative potential, challenges emerge, including the potential impact on careers requiring specific skills and ethical concerns. The absence of protocols and policies addressing ethical matters in AI learning, such as information accuracy, control, and learner privacy, underscores the need for ethical frameworks. Notably, the article underlines that AI cannot replace human teachers, who bring unique qualities like critical thinking, creativity, and emotional understanding to the educational process. The review shows minimal studies have been conducted on AI in Kenya’s higher Education. The article recommends that institutions of higher learning should employ AI detectors to mitigate cheating


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13 February, 2024
How to Cite
Wang’ang’a, A. (2024). Consequences of Artificial Intelligence on Teaching and Learning in Higher Education in Kenya: Literature Review. East African Journal of Education Studies, 7(1), 202-215.