The rapid growth of Artificial Intelligence (AI) over the years has sparked several discussions about its impact both in industry and higher learning institutions. The development of ChatGPT for instance has raised concerns on issues such as integrity of academic work, plagiarism and the role of educators in Universities.
“Artificial intelligence is the ability of computers to think and learn,” said Kevin Omondi, a PHD fellow at Strathmore University during an AI roundtable organized by the School of Computing and Engineering Sciences (SCES), at Strathmore university, late last year.
This event brought together Deans of Computing schools and faculty from different universities in Kenya. The universities represented included Strathmore University, Meru University, Multimedia University, University of Eldoret, Murang’a University, Kenya Methodist University, Tharaka Nithi University and Rongo University.
The intention of the convening was to initiate a series of talks and workshops focusing on awareness, acceptance, adoption and sustainability of AI-related initiatives in Higher Education Institutions (HEIs). Although many of the opportunities and challenges surrounding how HEIs can influence AI integration are globally relevant, fully unlocking its potential in Kenya requires a deep understanding of the local context.
In his welcome speech, the Dean for the School of Computing and Engineering Sciences, Strathmore University, Dr. Julius Butime highlighted the importance of creating common platforms for Deans and other University leaders to engage on matters relating to AI in higher education. Among other concerns that were raised were whether Universities in Kenya are aligned in terms of how AI-related courses are taught.
In an introductory presentation on the status of AI at Strathmore University, Dr. Alfred Kitawi, the Director of the Centre for Research in Education at Strathmore University, shared the University’s operating context, the push and pull factors, and ethical considerations that influence the continuous process of developing structures, processes and policies for AI use within the University.
He highlighted the global context in which there has been rapid scaling and innovation of AI, with the release of several Large Language Models (LLMs) by various companies, different scaling policies, and a disruption in the gap between those who have programming knowledge and those that don’t.
Further, there has been rapid development and progression of AI architecture, and increased integration of AI into everyday applications. However, some of the challenges arising with these rapid changes include sustainability issues regarding energy demands for sufficient compute power. So, a question arises – where are African countries situated in this rapidly changing environment?
Dr. Kitawi noted that only 10 African countries currently have clear AI regulations. Kenya is actively developing a National AI Strategy aimed at positioning the country as a leader in AI innovation, attracting investment, and promoting creativity alongside ethical AI development. Key priorities considered are inclusivity, collaboration and engagement of diverse stakeholders to ensure AI benefits all of society. This highlights a need for HEIs, as key stakeholders in development of human resources and in spearheading research and innovation to collaborate in supporting national development goals.
At Strathmore University, the Centre for Teaching Excellence (CTE) is responsible for following up on emerging trends to provide continuous professional development for lecturers and training on teaching tools which include AI tools. It is anticipated that in future the University will integrate AI into most operations, and many new companies will also use AI, necessitating the need to know how to operate in an AI-enabled environment.
Currently, both lecturers and students are engaging with AI in various applications, sometimes knowingly and other times unconsciously. While AI offers significant advantages, such as simplifying tasks, it also raises concerns about the potential replacement of certain skills. However, essential competencies like critical thinking and programming remain indispensable. The rapid advancements in AI software and hardware are expected to continue, bringing ethical challenges that underscore the need for humanistic education, emphasizing ethics and philosophy.
Dr. Kitawi highlighted the importance of addressing generational challenges in the awareness, acceptance, and adoption of AI across various functions and operations. He also outlined the potential benefits of incorporating AI into Competency-Based Education curricula, particularly in the design and planning phases. He envisions AI applications being integrated into Learning Management Systems (LMS) to offer students tailored access to information. Additionally, Dr. Kitawi stressed the necessity of developing comprehensive guidelines for AI usage at the university level, catering to both learners and educators. These guidelines would support the use of AI in learning, enable more personalized teaching approaches, and enhance its application in community service initiatives.
Kevin Omondi provided additional insights on AI initiatives and their applications within the School of Computing and Engineering Sciences at Strathmore university. He highlighted opportunities for AI to address local problems in fields such as healthcare and agriculture and collaborating with industry to create practical solutions. However, he noted significant challenges such as data scarcity particularly in underrepresented contexts, ethical concerns and bias, and high computational cost that have impeded AI research and projects at the University.
He concluded his presentation with five key recommendations for advancing AI in higher education; a need to develop robust AI curricula, promote hands-on learning and innovation, focus on ethical AI, investing in research and infrastructure for AI projects and engaging a wide community for growth of AI in the country.
The roundtable discussion by the Deans, representatives and faculty revealed a shared enthusiasm among faculty for the transformative potential of AI in their institutions. Several opportunities and challenges were discussed. Many universities have been able to provide training on the use of AI tools for their staff, review and improve their curricula on different computing courses they offer, in some instances, in partnership with industry on AI research projects.
Notably, several institutions were in the process of developing curricula for Data Science and AI courses. Some pertinent questions arising regarding curricula were: How do we re-engineer the curriculum to factor in AI? How do we design, deliver and assess? What pedagogical changes might we need to make? The need for increased collaboration with other fields for multidisciplinary research and creative curriculum development was also emphasized to effectively integrate humanistic elements such as critical thinking and psychology, as well as technical knowledge like computing in courses that did not traditionally have a heavy focus on computing.
They also highlighted several challenges that have limited the uptake of AI in their academic institutions, including, limited access to resources, limited exposure to AI tools by faculty, missing experts in AI and a rejection of the technology by some faculty. Due to increased overreliance of tools such as ChatGPT by students, the participants emphasized the need to rethink teaching and assessment methods.
Practical assignments and oral examinations can help reduce cases of cheating and overreliance of these AI tools by students. This can give students opportunities to think critically about what they are learning and are being tested on. On a national landscape, similar challenges to those experienced during the COVID-19 pandemic may still be present, such as inequalities in adoption due to, among other reasons, geographical challenges, language challenges and social inequities.
To address these challenges, participants suggested fostering greater collaboration among universities on AI research and developing standardized AI guidelines for use across institutions. They also emphasized the importance of raising societal awareness about AI to prepare communities to engage with and accept the outcomes of university education, research, and innovation. Furthermore, embedding ethics and critical thinking into academic curricula was highlighted as a vital step to tackle these issues and promote the responsible use of AI within academia.
The potential benefits of AI integration in education are immense. The AI roundtable hosted by SCES highlighted the transformative impact of Artificial Intelligence in academia while addressing the obstacles that must be overcome. For instance, as higher education institutions prepare for the arrival of the first cohort of Competency-Based Curriculum (CBC) students in 2029, AI offers promising avenues to enhance the planning and development of curricula aligned with CBC objectives.
Through collaboration among Kenyan universities, strategic investments in research and infrastructure, and the incorporation of ethical practices into academic programs, universities are well-positioned to harness AI for both national and global impact. This roundtable marked a significant milestone in aligning academic pursuits with the realities of an AI-driven era, paving the way for continued engagements to support Kenya’s national goals in AI research, innovation, and development.
Article written by Lesley Bonyo and Dr. Shamim Omar
What’s your story? We’d like to hear it. Contact us via communications@strathmore.edu
ALSO CHECK OUT
See more news-
Strathmore Joins Pan-African Initiative to Transform Africa’s Energy Future* 11,Feb,2025
The future of Africa’s energy landscape just took a monumental leap forward.
-
Researchers Uncover E-Pharmacy Regulatory Challenges in Kenya and India* 10,Feb,2025
In a study that has captured the attention of the global health
-
Strathmore Students Poised to Shine at Global Sustainability Competition* 30,Jan,2025
Strathmore University’s innovative spirit is set to take center stage on the
-
How Strathmore University Redefined Research and Innovation in 2024* 29,Jan,2025
Strathmore University surged ahead in 2024, pushing the boundaries of research and
-
Strathmore Champions the Role of Digital Public Goods in Sustainable Development* 23,Jan,2025
In the dynamic and ever-evolving digital era, Africa stands on the brink
-
@iLabAfrica, NRF Collaborate to Advance Research and Innovation* 23,Jan,2025
@iLabAfrica, Strathmore University, and the National Research Fund (NRF) joined forces on
-
Here’s why you need to attend our Open Days* 23,Jan,2025
Completing your KCSE/A levels is a significant achievement, marking a journey from
-
AWEE Empowering the Next Generation of Women Energy Leaders* 16,Jan,2025
In a world where energy is the lifeblood of progress, the Accelerating
-
2024, A Year of Bold Moves and Lasting Impact for Strathmore* 10,Jan,2025
In 2024, Strathmore University shattered expectations, setting a new standard for transformative
-
Opportunities and Challenges of AI in Kenyan Higher Education* 09,Jan,2025
The rapid growth of Artificial Intelligence (AI) over the years has sparked