Artificial intelligence has emerged as the defining concern for Kenya’s education system, with seven in 10 adults saying schools must urgently prepare the next generation for a world shaped by AI and automation.
This is according to a new Cambridge University Press & Assessment report, Humans at the Heart of Education, which draws on a nationally representative YouGov survey of more than 1,000 Kenyan adults.
The findings place Kenya firmly within a global conversation about how education systems should respond to rapid technological change. While AI is often framed as a tool or a threat, the Cambridge report argues that its true impact on education will depend on how well systems balance technology with uniquely human skills.
AI tops Kenya’s education concerns
In the survey, 70 per cent of Kenyan respondents selected emerging technologies such as artificial intelligence and automation as one of the top three challenges education must address. This placed AI well ahead of other major global issues, including public health concerns such as mental health and pandemics (49 per cent), cybersecurity (38 per cent) and climate change (32 per cent).
The results underline how deeply technology is already woven into everyday life in Kenya, from mobile banking and digital payments to e-commerce and online learning. As AI tools increasingly influence how people work, learn and communicate, many Kenyans believe the education system must evolve just as quickly.
However, the report cautions against a narrow focus on technical skills alone. With the pace of technological change accelerating, today’s digital tools can become obsolete within years, or even months. Teaching students how to use specific platforms or software is no longer enough.
Instead, Cambridge argues that the greatest opportunity lies in strengthening the relationship between humans and technology, rather than treating them as competing forces.
A central theme of the Humans at the Heart of Education report is that education systems must focus on developing the whole person. If machines can easily replace human tasks, the report suggests, then education may be failing to cultivate what truly makes people valuable in society.
The research calls for a shift beyond traditional exam scores towards nurturing a broader mix of knowledge, skills and values. These include creativity, ethical judgment, collaboration, resilience and the ability to adapt to change qualities that drive economic growth, social cohesion and democratic participation.
Digital skills still matter greatly. In fact, 58 per cent of Kenyan respondents said digital skills, including AI and data literacy, are among the most important capabilities to foster in the next generation. But the report emphasizes the idea of “digital competence for life” rather than one-off training.
This means helping learners understand how technology works, how to evaluate information critically, how to use digital tools responsibly and how to keep learning as technologies evolve. In short, it is less about mastering a particular app and more about developing judgment, curiosity and adaptability.
Human skills remain essential in the AI age
While digital capabilities ranked highly, Kenyan respondents also placed strong value on human-centred skills that remain relevant regardless of technological change.
More than half (51 per cent) identified creativity and innovation as top priorities for future generations. Nearly a third (28 per cent) highlighted self-management skills, such as goal-setting, discipline and understanding how one learns best.
Social skills, including communication, empathy and teamwork were selected by 27 per cent, while 25 per cent prioritised critical thinking.
These findings reinforce the report’s argument that AI should not crowd out human development. On the contrary, as technology takes over routine tasks, human skills become even more important.
One of the report’s strongest messages is that teachers are more vital than ever in the age of AI. Rather than being replaced by technology, educators should be empowered by it.
The research warns that countries which use technology as a substitute for teachers risk creating a two-tier education system. In one tier, students learn from skilled teachers who use technology to enrich learning. In the other, learners are left to rely on digital platforms with little or no human guidance.
Such an outcome would deepen inequality rather than close gaps.
Instead, the report argues that technology should make teachers’ work easier and more impactful. When used well, AI and digital tools can automate time-consuming tasks such as marking, feedback and lesson planning.
They can support personalised learning, identify gaps in understanding, suggest targeted interventions and provide data to inform teaching.
Technology can also enhance professional development by enabling peer collaboration, reflective practice and access to global expertise. Crucially, it can free up teachers’ time to focus on what machines struggle to do: fostering creativity, critical thinking, empathy and collaboration.
Education reform must be built with people
The Cambridge report also highlights the importance of inclusive policymaking. An overwhelming 93 per cent of Kenyan respondents said teachers should play a large or significant role in deciding education policy.
The same proportion said parents and guardians should be involved, while 82 per cent supported a strong role for students themselves. Communities (81 per cent) and employers (75 per cent) were also seen as key stakeholders.
According to the report, introducing feedback mechanisms early before, during and after reforms are implemented — helps build trust, reduce resistance and ensure policies reflect real classroom and community needs. It also saves time, money and resources in the long run.
Kenya’s opportunity in the AI era
Commenting on the findings, Kagendo Salisbury, Director of the Partnership for Education at Cambridge, said Kenya is well positioned to lead in blending technology with human strengths.
“Kenya is leading the way in integrating technology into everyday life from business and banking to helping communities connect and thrive,” she said.
This progress builds on our human strengths of creativity, collaboration and problem-solving, which are part of Kenyan life.
She pointed to Competency-Based Education (CBE) as a strong foundation for embedding digital skills alongside critical thinking and creativity. With the right balance of investment in people, pedagogy and technology, Salisbury said, Kenya can prepare a generation that is ready not just to use AI, but to lead and innovate in a rapidly changing world.
As AI continues to reshape economies and societies, the message from Kenyan respondents is clear: the future of education must be human-centred, inclusive and forward-looking — with technology as a powerful partner, not a replacement.