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Educators’ perceptions and willingness to integrate Generative Artificial Intelligence in teaching and research: evidence from Kenyan higher education

Crossref DOI link: https://doi.org/10.1007/s44217-025-00820-z

Published Online: 2025-09-24

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Wainaina, Peter Karanja

Sun, Ying
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Text and Data Mining valid from 2025-09-24

Version of Record valid from 2025-09-24
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Article History

Received: 19 May 2025

Accepted: 29 August 2025

First Online: 24 September 2025

Declarations

:

: This study used a questionnaire to collect data from 137 randomly selected Kenyan university educators. Through an introductory message accompanying the questionnaire, respondent’s voluntary consent was sought, and were informed of the study’s academic purpose, confidentiality of responses, and anonymity. No identifiable information was collected. The study adhered to the General Ethical Principles of the National Commission for Science, Technology and Innovation (NACOSTI), Kenya. Formal ethical review was not required due to the non-invasive nature of the research. The authors adhered to the ethical considerations by ensuring all participants’ anonymity and voluntary consent to participate in filling the questionnaires for this study and that no names or personal data were collected.

: The authors declare no competing interests.

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