{"id":6002,"date":"2025-06-24T20:54:27","date_gmt":"2025-06-24T20:54:27","guid":{"rendered":"https:\/\/ijssass.com\/journal\/the-potential-merits-and-risks-of-deploying-artificial-intelligence-as-a-pedagogical-tool-for-teacher-education-in-kenya\/"},"modified":"2025-06-25T04:18:09","modified_gmt":"2025-06-25T04:18:09","slug":"the-potential-merits-and-risks-of-deploying-artificial-intelligence-as-a-pedagogical-tool-for-teacher-education-in-kenya","status":"publish","type":"post","link":"https:\/\/ijssass.com\/journal\/the-potential-merits-and-risks-of-deploying-artificial-intelligence-as-a-pedagogical-tool-for-teacher-education-in-kenya\/","title":{"rendered":"The Potential Merits and Risks of Deploying Artificial Intelligence as a Pedagogical Tool for Teacher Education in Kenya"},"content":{"rendered":"

This article was originally published as: The Potential Merits and Risks of Deploying Artificial Intelligence as a Pedagogical Tool for Teacher Education in Kenya<\/strong><\/p>\n

Original Article Link: Read Original Article<\/a><\/p>\n

Download PDF: Click Here to Download PDF<\/a><\/p>\n

Abstract<\/h2>\n

Artificial Intelligence (AI) has transformed numerous sectors of the global economy including education. In Kenya for instance, its integration in teacher education has enhanced learning experiences thereby improving pedagogical outcomes and fostering innovation. This study examines the potential risks and benefits of incorporating AI into various facets of teacher education in Kenya. By leveraging AI, teacher education programmes can harness advanced technologies to transform teacher training. Personalised learning powered by AI algorithms allows educators to address their strengths and weaknesses and tailor content and methodologies to their needs. Furthermore, immersive technologies such as virtual and augmented reality enable educators to practice real-world classroom scenarios in a controlled environment. The experience of integrating AI in teacher education in South Korea demonstrates a proven blueprint that Kenya can replicate. Despite the merits of deploying AI in teacher education, there are challenges that its use poses such as ethical concerns and inequitable access to technology among others. This study underscores the importance of strategic planning and stakeholder involvement to ensure AI\u2019s responsible deployment in Kenyan Teacher Education ultimately transforming teaching and learning outcomes across the country.<\/p>\n

Authors<\/h2>\n
    \n
  • Hellen Chelangat Sang (University of Kabianga, Kenya)<\/li>\n<\/ul>\n

    Keywords<\/h2>\n

    Artificial Intelligence, Curriculum, Education, Technology<\/p>\n

    References<\/h2>\n

    References not available for this article.<\/p>\n","protected":false},"excerpt":{"rendered":"

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