Summary
This report examines the use and ethical considerations of AI-powered Intelligent Tutoring Systems (ITS) in Kenya’s primary education system. It discusses the potential benefits of ITS, such as personalized learning, improved accessibility, and optimized resource allocation, while acknowledging challenges like the digital divide, inadequate infrastructure, and insufficient teacher training. Ethical concerns including data privacy, bias, transparency, and fairness are highlighted, especially regarding the handling of children’s data. The report suggests policy recommendations to improve ITS implementation, focusing on infrastructure investment, teacher training, and contextually relevant content, ultimately aiming to enhance educational outcomes in Kenya.
