Influence of Artificial Intelligence Tools in Teaching on Trainer-Perceived Performance in Computer Courses at National Polytechnics in Western and Nyanza Region, Kenya

Artificial Intelligence (AI) is transforming education globally, yet its adoption in Technical and Vocational Education and Training (TVET) institutions in developing countries remains limited. This study examined the influence of AI tools in teaching on trainer-perceived performance in computer courses at national polytechnics in Western and Nyanza regions, Kenya. Guided by the Diffusion of Innovation Theory, the study adopted a mixed-methods research approach using descriptive survey and correlational research design. Stratified random sampling was used to select 121 trainers, of whom 103 (85.1%) completed the questionnaire. Purposive sampling selected 24 senior management staff and 8 county quality assurance officers for interviews. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and regression analysis while qualitative data were analyzed thematically. Findings revealed moderate adoption of AI tools in teaching (M=3.51), with trainers demonstrating awareness (M=3.71) but limited formal training (M=3.00). Regression analysis identified a significant positive relationship between AI tool usage and trainer-perceived performance (R=0.516, R²=0.266, p<.001), leading to rejection of the null hypothesis. Qualitative findings converged with quantitative results, identifying inadequate trainer training (M=4.26) and infrastructure limitations (M=4.10) as key challenges. The study concluded that higher levels of AI tool integration are associated with higher trainer-perceived performance ratings, though implementation is constrained by systemic barriers. Recommendations include structured professional development programs, infrastructure investment, and institutional policy support to promote sustainable AI adoption in Kenyan TVET institutions.

Artificial Intelligence, teaching tools, trainer performance, computer courses, TVET, Diffusion of Innovation, Kenya

1. Abbas, M., Jam, F. A., & Khan, T. I. (2024). Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students. International Journal of Educational Technology in Higher Education, 21(1), 10. https://doi.org/10.1186/s41239-024-00444-3 [Google Scholar] [Crossref]

2. Adamu, I., Kanbul, S., Gambo, A., & Zanna, T. (2020). Technical and vocational education trainers' computer competencies using artificial intelligence. Journal of Advanced Research in Social Sciences and Humanities, 5(6), 256–269. [Google Scholar] [Crossref]

3. Adebayo, T. O. (2021). Challenges of implementing artificial intelligence tools in Nigerian polytechnics: A focus on rural institutions. Journal of Educational Technology and Innovation, 15(2), 45–59. [Google Scholar] [Crossref]

4. Al-Hassan, M., & Al-Rabayah, W. (2025). A comprehensive analysis of AI adoption, implementation strategies, and challenges in higher education across the Middle East and North Africa (MENA) region. ERIC. https://eric.ed.gov/ [Google Scholar] [Crossref]

5. Alzakwani, M., Zabri, S. M., & Ali, M. H. (2025). Artificial intelligence integrated ICT in higher education: An analysis of benefits and challenges. Learning-Gate Journal. [Google Scholar] [Crossref]

6. AUDA-NEPAD. (n.d.). AUDA-NEPAD EdTech Policy Initiative. https://www.nepad.org/ [Google Scholar] [Crossref]

7. Ayanwale, M. A., Omeh, C. B., Oyeniran, F. M., & Kanu, C. C. (2025). Ethical compliance and institutional policy support for artificial intelligence integration in African TVET education: A structural equation modeling approach. PLOS ONE. https://journals.plos.org/ [Google Scholar] [Crossref]

8. Bajpai, N., & Wadhwa, M. (2021). Artificial Intelligence and Healthcare in India (No. 43). ICT India Working Paper. [Google Scholar] [Crossref]

9. Chanda, K. Z. (2023). The role of artificial intelligence in fostering workplace integrated learning at a South African TVET College during COVID-19 (Doctoral dissertation). University of Johannesburg. [Google Scholar] [Crossref]

10. Churi, P. P., Joshi, S., Elhoseny, M., & Omrane, A. (Eds.). (2022). Artificial intelligence in higher education: A practical approach. CRC Press. [Google Scholar] [Crossref]

11. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. [Google Scholar] [Crossref]

12. Communications Authority of Kenya. (2023). First quarter sector statistics report for the financial year 2022/2023. Nairobi, Kenya: CA. [Google Scholar] [Crossref]

13. Commonwealth of Learning. (2026). Beyond the classroom: Frugal AI in TVET as a roadmap in skills training. https://www.col.org/ [Google Scholar] [Crossref]

14. Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148 [Google Scholar] [Crossref]

15. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. [Google Scholar] [Crossref]

16. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications. [Google Scholar] [Crossref]

17. Elmourad, T., Hadjiphanis, L., & Christofi, K. (2026). AI adoption in K–12 education: A model of skills transformation, productivity, and institutional readiness. Education Sciences, 16(2), 337. https://doi.org/10.3390/educsci16020337 [Google Scholar] [Crossref]

18. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education. [Google Scholar] [Crossref]

19. Gakuu, M. C., Kidombo, J. H., & Keiyoro, N. P. (2018). Fundamentals of research methods: Concepts, practice, and applications. Aura Publishers. [Google Scholar] [Crossref]

20. Hansson, P.-O. (2025). Exploring the use of generative artificial intelligence to create digital vocational training courses for students in Kenya: A conceptual approach. IAFOR. https://papers.iafor.org/ [Google Scholar] [Crossref]

21. Harnessing generative artificial intelligence for personalized learning and transformative skill development in higher education in developing-country contexts. (2026). Springer. https://link.springer.com/ [Google Scholar] [Crossref]

22. Johnson, B. R., & Onwuegbuzie, J. A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26. [Google Scholar] [Crossref]

23. Kenya National Bureau of Statistics. (2022). Kenya population and housing census 2019: Volume IV – Distribution of population by socio-economic characteristics. Nairobi, Kenya: KNBS. [Google Scholar] [Crossref]

24. Kimutai, S. K., Kitonyi, T., & Kimitei, E. K. (2025). An evaluation of Kenya TVET trainers on use of AI in instruction design and delivery. AfriTVET Journal. https://afritvet.org/ [Google Scholar] [Crossref]

25. Kivunja, C., & Kuyini, B. A. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26–41. [Google Scholar] [Crossref]

26. Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson. [Google Scholar] [Crossref]

27. Mao, G., Zhou, Y. L., & He, W. T. (2020). Development trend of teaching evaluation theory in the background of educational big data. E-Educational Research, 41, 22–28. [Google Scholar] [Crossref]

28. Matere, E. (2024). The Effectiveness of AI Tools in Kenyan Higher Education. UNESCO Kenya Journal. [Google Scholar] [Crossref]

29. Mboya, S. O. (2024). Impact of artificial intelligence on technical and vocational education and training: A case study of The Kisumu National Polytechnic, Kenya. The Kenya Journal of Technical and Vocational Education and Training, 7, 51. [Google Scholar] [Crossref]

30. Ministry of Education, Kenya. (2023). National Education Sector Strategic Plan 2023–2027. Government of Kenya. [Google Scholar] [Crossref]

31. Ministry of Education. (2025). TVET a key enabler of the government's Vision 2030 actualization. Government of Kenya. [Google Scholar] [Crossref]

32. Ministry of ICT. (2019). Digital Economy Blueprint. Government of Kenya. [Google Scholar] [Crossref]

33. Mugenda, O. M., & Mugenda, A. G. (2008). Research methods: Quantitative and qualitative approaches. African Centre for Technology Studies. [Google Scholar] [Crossref]

34. Nafea, R., & Toplu, E. (2021). Institutional readiness for AI integration in higher education: A case study of Seneca College. Journal of Educational Technology Systems. [Google Scholar] [Crossref]

35. NITI Aayog, Government of India. (2018). National Strategy for Artificial Intelligence #AIFORALL. [Google Scholar] [Crossref]

36. Nkunya, H. R., & Mwila, P. M. (2024). Bridging the gap between TVET skills and labor market demands: An analysis of the influence of training outcomes in Dar es Salaam, Tanzania. International Journal of Research and Innovation in Social Science, 8(12), 703–709. [Google Scholar] [Crossref]

37. Ogembo, P. O. (2025). Use of artificial intelligence in the implementation of public higher educational academic programs in Kenya: Challenges and opportunities. Indonesian Journal of Education (INJOE), 5(1), 125–135. [Google Scholar] [Crossref]

38. Onyango, E., & Kelonye, C. (2022). Artificial intelligence (AI) driven interventions in technical and vocational education and training. Commonwealth of Learning. [Google Scholar] [Crossref]

39. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications. [Google Scholar] [Crossref]

40. Perkins, M. (2023). Academic integrity considerations of AI large language models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching & Learning Practice, 20(2). https://doi.org/10.53761/1.20.02.07 [Google Scholar] [Crossref]

41. Rabiu, A., Bawa, K., & Saminu, S. (2025). Artificial intelligence adoption for skills development in Nigeria: A systematic review and roadmap for TVET transformation. RePEc. https://econpapers.repec.org/ [Google Scholar] [Crossref]

42. Reuters. (2024, March). China's universities expand AI-related courses and enrolment. Reuters. [Google Scholar] [Crossref]

43. Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press. [Google Scholar] [Crossref]

44. Solís, M. W. M. V., Ríos, C. A. G., Hermida, C. E. C., Alencastre, J. L. A., & Tovalin-Ahumada, J. H. (2023). The impact of artificial intelligence on higher education: A sociological perspective. Journal of Namibian Studies: History, Politics, Culture, 33, 3284–3290. [Google Scholar] [Crossref]

45. Tarisayi, K. S. (2024). Higher education response to artificial intelligence on academic integrity in Africa. Brill. https://brill.com/ [Google Scholar] [Crossref]

46. UNESCO. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. UNESCO. [Google Scholar] [Crossref]

47. UNESCO. (2021). AI and education: Guidance for policy-makers. UNESCO. [Google Scholar] [Crossref]

48. UNESCO. (2025). Artificial intelligence and education: Protecting human agency in a world of automation. https://www.unesco.org/ [Google Scholar] [Crossref]

49. UNESCO. (2026). AI competency framework for teachers. UNESCO IICBA. https://www.iicba.unesco.org/ [Google Scholar] [Crossref]

50. UNESCO. (2026). National artificial intelligence competency framework for teachers. https://www.unesco.org/ [Google Scholar] [Crossref]

51. UNESCO IITE. (2025). Guide for educators to support gender transformative integration of information and communication technologies and artificial intelligence into secondary and TVET classrooms in the Global South. https://iite.unesco.org/ [Google Scholar] [Crossref]

52. Van der Meer, K., Mare, A., & Musoni, M. (2025). AI in African education: Between profit and the public good (Discussion Paper No. 397). ECDPM. https://ecdpm.org/ [Google Scholar] [Crossref]

53. Voratitipong, A., Wannapiroon, P., & Nilsook, P. (2018). The study of a digital technology model for education – Basic education. Veridian E-Journal, 11(2), 1200–1215. [Google Scholar] [Crossref]

54. Wainaina, P. K., & Sun, Y. (2026). Educators' perceptions and willingness to integrate generative artificial intelligence in teaching and research: Evidence from Kenyan higher education. Fachportal Pädagogik. https://www.fachportal-paedagogik.de/ [Google Scholar] [Crossref]

55. Walkington, C., & Bernacki, M. L. (2020). Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions. Journal of Research on Technology in Education, 52(3), 235–252. [Google Scholar] [Crossref]

56. Wekesa, J., & Omollo, O. (2023). Challenges affecting AI content integration into college curricula in Kenya. Journal of Technical and Vocational Education, 15(2), 34–48. [Google Scholar] [Crossref]

57. World Bank. (2022). Digital skills for the future: Technology integration in TVET in developing countries. World Bank Group. [Google Scholar] [Crossref]

58. Xu, X., Yu, S. J., Pang, N., Dou, C. X., & Dan, L. (2022). Review of a big data-based innovative knowledge teaching evaluation system in universities. Journal of Innovation & Knowledge, 7, 100197. https://doi.org/10.1016/j.jik.2022.100197 [Google Scholar] [Crossref]

59. Yigitcanlar, T., Desouza, K. C., Butler, L., & Roozkhosh, F. (2020). Contributions and risks of artificial intelligence (AI) in building smarter cities: Insights from a systematic review of the literature. Energies, 13, 1473. https://doi.org/10.3390/en13061473 [Google Scholar] [Crossref]

60. Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – Where are the trainers? International Journal of Educational Technology in Higher Education, 16(1), 1–27. https://doi.org/10.1186/s41239-019-0171-0 [Google Scholar] [Crossref]

61. Zhang, H., & Li, L. (2023). Research status and prospects of artificial intelligence technology applied to education and teaching: Based on CiteSpace visual analysis. Journal of Education, Humanities and Social Sciences, 14, 199–206. [Google Scholar] [Crossref]

62. Zouhaier, S. (2023). The impact of artificial intelligence on higher education: An empirical study. European Journal of Educational Sciences, 10(1), 17–33. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study