https://repository.maseno.ac.ke/handle/123456789/274 Fri, 15 May 2026 12:05:01 GMT 2026-05-15T12:05:01Z https://repository.maseno.ac.ke/handle/123456789/6128 Advancing AI education: Assessing Kenyan in-service teachers' preparedness for integrating artificial intelligence in competence-based curriculum Fundi, Maxwell; Sanusi, Ismaila Temitayo; Sunday, Solomon; Oyelere, Mildred Ayere With the advancement of technology, emerging technologies like Artificial Intelligence (AI) have also been growing rapidly and becoming more common than ever before. Kenya has taken tremendous steps in adopting the use of emerging technology in different sectors of the economy. In realization of the need to have a skilled digital workforce to develop solutions using these emerging technologies, Kenya has undertaken curriculum reforms and introduced the Competency-Based Curriculum (CBC) which has included digital literacy and coding in elementary school. Furthermore, computer science has been introduced in Junior Secondary School. In view of these changes, teachers should be adequately prepared with knowledge, skills, and attitudes to effectively teach these new technologies. However, in Kenya, AI was not and still is not part of the teacher training curriculum. Additionally, there are inadequate professional development opportunities in AI for both pre-service and in-service teachers since AI is not part of the CBC curriculum. That notwithstanding, it is inevitable for teachers in the current world to introduce AI to learners. Therefore, this study's objectives were to assess the confidence in AI, attitudes toward AI, AI ethics, subjective norms, perceived threats, and the readiness to teach AI among Kenyan K-12 in-service teachers and to assess how these factors influence their readiness to teach AI. To achieve these objectives, this study employed a quantitative research methodology by administering a survey using Google Forms to a random sample of 308 teachers from different grades from 37 out of 47 counties in Kenya. The findings showed that confidence in AI, AI ethics and subjective norms significantly influenced AI readiness while attitude towards AI and perceived threats did not significantly influence AI readiness. These results are significant in providing a basis for education policy change on AI education in Kenya, such as transforming the teacher training curriculum to include AI and designing AI professional development programs for in-service teachers to ensure they are well-equipped to teach AI. Wed, 01 May 2024 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/6128 2024-05-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/6101 Teacher’s views on the relevance of secondary school English curriculum: implications for policy, practice and theory Kivihya, Carolyn D.; Indoshi, Francis C.; Samuel O. Oyoo The English curriculum in schools in Kenya is prepared by the Kenya Institute of Curriculum Development (KICD). This institute mainly relies on input from curriculum experts at the national level, denying classroom teachers the opportunity to express their views in developing a quality education system for its learners. This results in misinterpretations of curriculum intentions consequently impacting on learner achievement in annual English national examinations. The curriculum in use for teaching English in Kenya was last reviewed in 2002. Given the educational changes that have taken place over the years, the curriculum may have become obsolete. The purpose of this study was to assess teachers’ views on the relevance of the English curriculum. The study was guided by three objectives: establish relevance objectives of the English curriculum, determine the relevance of the content of the English curriculum and determine the relevance of suggested resources of the English curriculum. This study was carried out among teachers of English in secondary schools using a descriptive research design. A sample of 180 teachers of English was used. The study used a questionnaire with Likert-type questions as the main instrument for data collection. Qualitative data analysis established that the objectives on reading and listening and speaking skills, content on reading and writing skills, and nine of the suggested resources scored low means when compared to the composite mean. This was an indication that the objectives, content and suggested resources of the English curriculum had discrepancies which ought to be addressed in order to align and make the curriculum relevant to the current needs of learners. Mon, 01 Jan 2024 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/6101 2024-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/6069 Turnitin: When online learning and cultural values intersect: Indonesian EFL students’ voices Usman, Jarjani; Zulfikar, Teuku; Yusuf, Yusri; Zainuddin, Zamzami; Lugendo, Dorine During the COVID-19 pandemic, all lecturers had to replace their physical classroom teaching mode with online learning, albeit with challenges experienced by students and lecturers. Drawing upon Hofstede's cultural dimensions theory, this study attempted to unearth Indonesian students' learning culture by analysing written reflections on their learning experiences. Twenty EFL (English as a foreign language) students enrolled in the English Academic Writing courses at an Islamic university in Indonesia, wrote a reflective essay on their online learning experiences with various platforms, such as Google Classroom, Google Meet, Canvas, Moodle, and some other online learning platforms. Content analysis was used to analyse the students' reflective writing essays. Results show that the students' voices bring to the fore several learning issues from online learning experiences. These include: the lecturers' dominant use of WhatsApp as an instruction tool, unclear explanations, assigning students too many assignments, and the abandonment of lecturer feedback on works submitted by students. Noteworthy, whether the students liked or disliked the online learning experience, they accepted how the lecturers treated them in the online teaching and learning process. The findings indicated that the students avoided conflicts, showed high respect to their superiors, and used indirect disagreement in the online learning contexts. The findings suggest that the 'small culture' of online learning in higher education is governed by a strong influence of 'large culture' in Indonesia Sat, 24 Sep 2022 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/6069 2022-09-24T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/6068 Metaphorical expressions for successful doctoral study abroad Usman, Jarjani; Zainuddin, Zamzami; Lugendo, Dorine; Maskur, Maskur; Murni, Murni Timely positive feedback to students pursuing a Ph. D. program motivates completion. Drawing upon Skinner's Reinforcement theory and Lakoff and Johnson's Conceptual Metaphor Theory (CMT), this study aimed at uncovering metaphors employed in feedback practices by exploring the linguistic expressions of supervisors and peers, which encouraged students to complete their Ph. D. studies in Australia. The methodology employed the use of a semi-structured interview to delve into the lived experiences of two Indonesian Ph. D. students (currently EFL lecturers) during their studies in Australia. The results that the use of positive expressions from supervisors and peers strongly motivated the students to complete their Ph. D. programs. The four types of expressions used serve to praise, give hope, give direction as feedback to support completion, and reminders to keep the student on track. The following expressions were commonly used to motivate completion:" Do not worry, mate, you will get there," and" Wow, it's great work! I understand it is not easy to write academically in such good English, but you did." These expressions metaphorically imply that:" PhD study is a journey," and" Work speaks louder than words." These findings suggest that positive verbal feedback from supervisors' and peers' can motivate PhD students' completion. https://doi.org/10.22373/ej.v11i1.19855 Wed, 11 Oct 2023 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/6068 2023-10-11T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/6033 Towards a Competency Based Curriculum: A Pedagogic Perspective Owino, Richard Ongowo Education remains the powerful tool to engender competencies in the learners to make them adaptable to the context of work, personal and professional development. The competencies are significant for achieving sustainable development. This calls for the world education systems to rethink and re-orient their educational curricula in terms of pedagogies from early years’ education through higher education to make them adapt the learners to the demands of the century and future societies. The Kenyan national philosophy of education focuses on the acquisition of knowledge and skills as well as provision of lifelong learning. In pursuit of this philosophy, the government has made a bold step in adopting the Competency Based Curriculum (CBC) designed by Kenya Institute of Curriculum Development (KICD) which is at the infancy stage in terms of implementation in the lower grades at primary school level. The key competencies emphasized in this curriculum are communication and collaboration, critical thinking and problem solving, imagination and creativity, citizenship, learning to learn, self-efficacy and digital literacy. In addition the core values of this curriculum are love, responsibility, respect, unity, peace, patriotism and integrity. The implementation of the curriculum content will consequently lead the evolution of pedagogy to increase the quality of teaching and learning. The CBC demands a shift of emphasis from teaching to learning. This paper provides a conceptual understanding of CBC while drawing from the conventional concept of the curriculum; Describes a repertoire of pedagogic strategies and how they can be employed to engender these competencies based on decades of pedagogic research, presents some of the challenges that are likely to stand on the way of implementing CBC drawing examples from past experiences of curriculum implementation in Kenya and other countries and offers some suggestions on how to surmount some of these challenges. Sat, 01 Jan 2022 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/6033 2022-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/5773 Teacher Education Reforms in Kenya: The Past, the Present, and Mapping the Future Oyoo, Samuel Ouma; Olel, Maureen Atieno; Kang'ahi, Maurine; Indoshi, Francis Chisikwa; Craig, Cheryl J.; Mena, Juanjo; Kane, Ruth G. Teacher education in Kenya was formally started in mid-nineteenth century by European Christian missionaries. The urge to establish teacher education programs at the time was to address the shortage of teachers due to the unplanned and rapid expansion of schools. The need to produce schoolteachers was also to relieve missionaries who were required to concentrate on evangelization. At their inception, teacher education programs were patterned on Western European and Canadian established teacher education models of the early nineteenth century. The education (preparation) of teachers in Kenya has over time undergone massive reforms including in structure and scope. This chapter presents both reports and analyses of the trends in the teacher education reforms to date. Also included in the chapter are recommendations/debates on more reforms/changes needed to enable teacher education programs to equip teachers for effective practice in the twenty-first century including the successful implementation of the Competency Based Curriculum in Kenyan schools. https://doi.org/10.1108/S1479-368720230000042010 An article in the book titled Teaching and Teacher Education in International Contexts: ISATT 40th Anniversary Yearbook, pp 39-50. Thu, 10 Aug 2023 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/5773 2023-08-10T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/5655 The Role of Teaching Christian Religious Education to the Development of Critical Thinking Amongst Kenyan Secondary School Students in Kisumu East District, Kenya Kowino., Joash Obwana; Agak, J.O.; Kochung., J.E. Previous research has consistently reported that Kenyan students’ moral standing and general conduct in the wider society reflects incompetence in critical thinking. The scenario in which irrational behavior has dominated the character of the Kenyan youth has brought to contention whether the moral well being of the youth is on a downward trend suggesting that either the teaching of critical thinking through C.R.E is defective or the Kenyan education system as a whole is defective. Another possibility is that the syllabus does not contain relevant elements that could enable students acquire and develop the needed critical thinking skills. One other likelihood could be the existence of a discrepancy between the C.R.E program objectives and the instructional practices meant to achieve them. From the forgoing, it was evident that the nature of this discrepancy is yet to be established for effective intervention strategies to be put in place to arrest the apparent downward trend in the acquisition of moral critical thinking skills. Specifically the study determined whether or not aspects of critical thinking skills are employed by teachers in their (teachers) instructional practices in Kisumu East district secondary schools. Four instruments used in collecting data included: a graphic-observation rating scale, a learners’ critical thinking achievement test, an in-depth interview schedule and documents analysis guide. The study population comprised 48 teachers and 3225 students. Out of the total population of 3273, 16 teachers and 343 learners were selected using simple random sampling technique. The obtained results suggested that teachers rarely used the elements of critical thinking skills that could enable the learner make accurate moral decisions. Another notable finding was that the curriculum and the syllabus guides did not elaborate on the elements of critical thinking skills that teachers ought to use during C.R.E content delivery. Sun, 01 Jan 2012 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/5655 2012-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/5654 Assessing Moral Education in Kenyan Secondary Schools Kowino. Joash Obwana. Previous research has consistently reported that Kenyan students’ moral standing and general conduct in the wider society reflects incompetence in moral insights. The scenario in which immoral behavior has dominated the character of the Kenyan youth has brought to contention whether the moral well being of the youth is on a downward trend suggesting that either the assessment of moral insights through C.R.E is defective or the Kenyan education system as a whole is defective. Another possibility is that the syllabus does not contain relevant elements that could enable students acquire and develop the needed moral insights. One other likelihood could be the existence of a discrepancy between the C.R.E assessment strategies and the instructional practices meant to achieve them. From the forgoing, it was evident that the nature of this discrepancy is yet to be established for effective intervention strategies to be put in place to arrest the apparent downward trend in the acquisition of moral insights. Specifically the study determined whether or not the modes of moral assessment are employed by teachers in their (teachers) instructional assessments in Kisumu East district secondary schools. Two instruments used in collecting data included, an indepth interview schedule and documents analysis guide. The study population comprised 48 teachers. Out of this population, 16 which constituted 30% of the teachers’ population were selected using simple random sampling technique. The obtained results suggested that teachers rarely used the moral judgment modes or indices that could gauge the learner acquisition of moral competence. Another notable finding was that the curriculum and the syllabus guides did not elaborate on the moral judgment modes or indices that teachers ought to use during C.RE assessment. Fri, 01 Jan 2021 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/5654 2021-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/5498 Mainstreaming Gender and Inclusion in Distance Learning Resources: A Case Study Were, Pamella,Ferreira, Frances,Ogange, Betty Studies have shown that gender imbalances and biased gender representations are common in materials used in educational systems throughout the world. Learning resources for Open and Distance Learning programmes are, potentially, a powerful tool for reinforcing gender stereotypes, thereby perpetuating gender inequalities through education. This paper reports the methodology and results of a gender analysis of Environmental Education resources offered as part of a distance learning programme by a COL partner institution in Nigeria. A review of the written curriculum was conducted to determine the level of gender responsiveness of the programme, with a view to determining conformity to minimum standards stipulated in international best practice and promoting gender equality as a fundamental dimension of inclusivity for sustainable development. An analytical framework using both quantitative and qualitative instruments was applied to the resources to determine both subtle and more obvious expressions of gender disparities and biases, as well as to determine examples of good practice that promote gender equality and empowerment. The paper reports the results of the analysis and proposes ways to integrate gender responsive pedagogical methods in distance learning resources, for inclusion and sustainable development. Results indicate program has great potential for gender mainstreaming. Sat, 01 Jan 2022 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/5498 2022-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/5497 Building individual and community resilience through Open Education Resources for health literacy education in sub-Saharan Africa Sospeter Gatobu, Betty Ogange,Steve Sider Health literacy is the ability of individuals to understand health information and to make informed health decisions. As part of a larger project, we completed a scoping review to consider the question “To what extent does teacher education in sub-Saharan Africa (SSA) currently include a focus on health literacy?” In this paper, we specifically address the question, “How might OER support teacher education in health literacy to support individual and community resilience in sub-Saharan Africa?” We examine the extent literature on health literacy, its relevance to teacher education and OER, and how OER can be used to support health literacy education in SSA. A discussion on the ways in which health literacy education in SSA can be fostered through governments and through other partnership is explored. Sat, 01 Jan 2022 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/5497 2022-01-01T00:00:00Z