How AI Is Revolutionizing Lesson Preparation and Curriculum Delivery in Kenyan Schools
According to Deputy Head of Research and Innovation Clotilda Nyongesa, AI is reducing teachers’ administrative workload and creating more time for meaningful classroom engagement, particularly in STEM subjects.
Deputy Head of Research and Innovation at CEMASTEA, Clotilda Nyongesa. Photo/Courtesy
By Ruth Sang
The Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) says it is pushing the integration of Artificial Intelligence (AI) in schools, so as to make lesson preparation easier, curriculum delivery smoother and learning outcomes better across the country.
During the closing ceremony of a three-day capacity-building programme for Quality Assurance and Standards Officers (QASOs) at CEMASTEA in Karen, Nairobi, Deputy Head of Research and Innovation Clotilda Nyongesa basically said the institution has been equipping teachers with skills to incorporate AI into teaching, under the Competency-Based Education (CBE) framework.
Nyongesa pointed out that CEMASTEA keeps on working to strengthen teachers’ ability to deliver quality education, adding that AI is now an increasingly valuable option for improving classroom instruction, especially in Science Technology Engineering and Mathematics, (STEM) subjects.
“We realised from our earlier research that one of the big gaps was in preparing professional documents , and yes when a teacher does not prepare properly, effective delivery becomes a bit hard. But on the other side spending too much time on preparation also reduces the time available for actual teaching,” she said.
So, to respond to the challenge, CEMASTEA created a specific course meant to train teachers on how to prepare professional documents—like lesson plans and schemes of work—more efficiently using AI, and not just that, but also to reduce the whole planning load.
“CEMASTEA tailored a course on how teachers can prepare professional documents while reducing the time spent planning lessons and sourcing teaching materials. So we have therefore trained teachers on the effective use of AI,” Nyongesa added.
She further noted that teachers are now being encouraged to lean on AI tools to come up with lesson plans, prepare schemes of work, and also pull together relevant learning resources. This then helps them spend less time on admin work, and more time engaging learners right there in class.
Nyongesa also stressed that training Quality Assurance and Standards Officers matters just as much, because it supports the adoption of AI in schools. The programme was intended to make the officers comfortable with AI-powered teaching approaches plus learner-centred methodologies, so they can provide better guidance to educators in their respective regions.
“We wanted to bridge the knowledge gap, so that when a quality assurance officer encounters a teacher using AI the focus is on whether the prompts generated the required outcomes, and also whether the lesson plan matches the principles and expectations of Competency-Based Education,” Nyongesa explained.
She said the officers responded well to the initiative and were genuinely keen to embrace the technology in order to better support teachers.
Aside from AI integration, the training also underlined the role of constructive feedback in raising education standards. Participants were advised to take a mentorship style, working closely with teachers before, during, and after classroom lessons, instead of concentrating only on inspection and compliance.
The programme also addressed issues around supporting STEM education, especially among quality assurance officers who come from non-science backgrounds. Through practical sessions and guided exposure to AI-assisted teaching tools, participants gained competencies that will help them support STEM teachers even if their own specialization is different.
The workshop took place from June 10 to June 12, 2026, and it was themed: *“Enhancing the Capacity of Quality Assurance and Standards Officers (QASOs) to Monitor and Support Teachers of STEM Subjects for Effective Implementation of Competency-Based Education.”*
According to the organisers, the training aimed at strengthening participants’ ability to observe lessons, give feedback that actually means something, and support teachers as they improve how they deliver STEM subjects. It also trained officers to champion learner-centred teaching, coach educators toward improved classroom practices, and support the effective implementation of the Competency-Based Education curriculum, particularly at the junior secondary school level.
Nyongesa stressed the need for responsible AI adoption in education, saying the technology can cut down teachers’ administrative burden in a major way, while also strengthening lesson preparation and opening more room for meaningful teaching and learning.
“Responsible use of AI can ease teachers’ administrative burden, enhance lesson planning, and free up more time for quality interaction between teachers and learners in the classroom,” she said.
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