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Submitted
December 10, 2024
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April 30, 2025
Published
May 12, 2025
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Abstract

Artificial Intelligence (AI) in university teaching is reshaping higher education by enhancing instructional methods, student engagement, and learning outcomes. This study explores the use of AI-driven tools, personalized learning, and adaptive instructional strategies. It establishes the motivation and satisfaction levels in adopting AI over traditional methods in university teaching experience. The study used the Technological Pedagogical Content Knowledge (TPACK) theory (Mishra & Koehler, 2006) and Diffusion of Innovation (DOI) theory (Rogers, 2003) to underscore the role of technology in fostering continuous learning and interaction. Data were collected from students across diverse programs through the Learning Management Systems (LMS) and analyzed using AI-powered learning analytics and natural language processing (NLP) tools. Key metrics included course completion rates, assignment engagement, and assessment performance. The findings reveal that AI facilitates content personalization and real-time feedback and improves student participation, ultimately optimizing the learning experience. This study provides valuable insights into student interactions, preferences, and effectiveness of AI in higher education. It also highlights the need for universities to strategically utilize AI to foster inclusive, adaptive, and efficient teaching environments. The research recommends embracing AI as a transformative tool to maximize its potential in shaping the future of university education in Kenya.

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AI technology higher education adaptive learning learning and teaching

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Copyright (c) 2025 Callen Nyamwange

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biography

Callen Nyamwange, Kisii University, Kenya

Dr. Callen B. Nyamwange is an Associate Professor in the School of Education at Kisii University, Kenya. She holds a Ph.D. in Educational Psychology and a Master’s degree in Guidance and Counselling from Moi University. Her expertise spans educational psychology, gender and character development, mental health, child rights and protection, and leadership training. She is a thought leader with vast experience in therapeutic interventions, coaching, and continuous improvement. Dr. Nyamwange is passionate about empowering individuals and enhancing human capacity for sustainable personal and societal growth through teamwork, communication, and responsive support systems.

How to Cite
Nyamwange, C. (2025). Assessing the Extent of Integration of Artificial Intelligence in Teaching and Learning at Kenyan Universities. Pan-African Journal of Education and Social Sciences, 6(1), 76–87. https://doi.org/10.56893/pajes2025v06i01.06
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