Assessing the Role of AI Integration in Competence-Based Curriculum Development and Effective Implementation Strategies in Junior Secondary Schools in Kilifi County
Year: 2026
Type: article
Abstract: Introduction: This study examines the integration of Artificial Intelligence (AI) in Competence-Based Curriculum (CBC) development and its effective implementation in Junior Secondary Schools (JSSs) in Kilifi County, Kenya. As AI continues to reshape education globally, Kenya’s recent adoption of CBC presents an opportunity to enhance learning through AI-driven technologies. Methodology: Using a mixed-methods approach, the study explores current curriculum practices, the perceptions of educators and policymakers on AI integration, and the challenges faced by key institutions in implementing AI-enhanced curricula. Results: Findings indicate that AI has the potential to improve curriculum development by enabling personalized learning, predictive analytics, and real-time feedback. However, several challenges hinder AI adoption, including weak digital infrastructure, limited teacher training, and resistance to change. Additionally, governance and policy gaps further constrain the successful integration of AI in education. This study proposes strategies for AI-driven curriculum enhancement, including capacity-building initiatives for educators, policy recommendations for structured AI adoption, and frameworks for collaborative AI implementation. Conclusions: The research contributes to evidence-based decision-making in curriculum development and offers insights for educational policymakers, the Kenya Institute of Curriculum Development (KICD), and other stakeholders seeking to modernize education through AI. By addressing implementation barriers, AI can play a transformative role in fostering competency-based learning, equipping students with the skills necessary for the evolving digital economy.
Source: Región Científica
DOI: 10.58763/rc2026531
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7128909101