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TL;DR:
- A good teacher AI workshop gives back preparation time and protects honest assessment. Teachers should leave able to plan lessons from their own curriculum design, draft questions and feedback they then check, and keep learners' data out of public tools.
- It should also help the school draft written rules: what staff may use AI for, what learners may use it for, and where KNEC's line on School-Based Assessment sits.
- Judge any provider on six things: who actually teaches, whether they use your real work, whether they plan for your devices, whether they cover integrity and data, whether they push one tool, and what happens after the day.
- Our case for FuKazee: we teach learners ourselves every week, we have delivered AI training at the University of Nairobi, and we train every group as if nobody knows AI yet. The evidence is set out below so you can check it.
- FuKazee is not the right fit for every school. If you need a government-recognised qualification, or a single tool rolled out by its maker, look elsewhere.
Who this is for
This guide is for the people who decide how teachers are trained: head teachers, principals, deputies, deans, heads of department and the boards that sign off the budget.
It is not a how-to guide for teachers. If that is what you need, our guide AI for teachers in Kenya has prompts to copy and a full term plan. For the national picture (policy, KNEC, TSC and universities), read AI in education in Kenya in 2026. This post answers a narrower question: if you bring someone in to train your staff, what should you expect, and why choose us?
What should a good teacher AI workshop actually do?
A good workshop changes what teachers do on Monday morning, and gives the school a clear position on AI. Teachers should leave able to do these things:
| Area | What teachers should be able to do after the workshop |
|---|---|
| Lesson planning | Start from the strand, sub-strand and learning outcomes in their own curriculum design, paste them in, and get a draft plan they then check and adapt |
| Questions and marking guides | Draft practice questions at different levels with a marking guide, and check every answer, because AI makes mistakes in Maths and Science |
| Mixed-ability classes | Rewrite one passage for learners who are struggling, and add a harder task for those who finish early |
| Feedback and reports | Turn their own observations into clear report comments and parent notes, using initials only |
| Integrity | Redesign take-home work so a learner must bring something only they can bring, and know where AI must never touch assessed work |
| Learner data | Keep names, marks, health details and home situations out of public AI tools |
Two Kenyan realities make this harder than it sounds.
The KNEC line on School-Based Assessment. In September 2026, Education News Hub reported that KNEC warned teachers and other individuals against using AI to complete, or help learners with, School-Based Assessment tasks meant to show the learner's own competencies. The report said this is not a blanket ban: lesson preparation, administration and research are separate. Its key test was "who actually produced the work being assessed."
Two systems in one building. The first Competency-Based Education cohort joined senior school in January 2026. The Star reported in June 2026 that their Grade 10 and Grade 11 school-based assessments will each count for 15% of the final KCBE score. So many secondary schools now teach CBE Grade 10 beside Form 3 and Form 4 classes preparing for KCSE, and training has to work for both.
A workshop should also be honest about AI detectors. A 2023 study by Liang and colleagues found that several widely used detectors consistently flagged writing by non-native English speakers as AI-generated, and the authors cautioned against using them in education. A detector score alone should never be used to accuse a learner.
How do you judge a teacher AI workshop provider?
Ask six questions before you book anyone, including us.
| Question to ask | A good answer | A warning sign |
|---|---|---|
| Who will actually teach our staff? | A named trainer you can look up, who will be in the room | "One of our facilitators" with no name |
| Will you use our real work? | Yes: your curriculum designs, your schemes of work, your circulars, with synthetic examples for anything about learners | The same slides they showed a bank last week |
| What if our staff only have phones and a few shared laptops? | "We plan around what you have." Text-first exercises that work on a phone | A session that assumes every teacher has a laptop and fast internet |
| How do you handle integrity and learner data? | Clear teaching on the KNEC line, fair handling of suspected misuse, and the Data Protection Act | Promises that a detector will catch cheats |
| Which tools will you teach? | Several, free versions first, chosen for what your school already has | One product, with a sign-up link at the end |
| What happens after the day? | Materials staff keep, help with written rules, and a check-in later | Nothing after the certificate |
Also ask what the workshop will not fix. A provider who claims it fixes everything is overselling. Training will not fix weak connectivity, a heavy timetable or a missing school policy; those need leadership decisions.
For a wider buyer's checklist that applies to any organisation, see how to choose an AI training provider in Kenya.
What are the alternatives, and when does each make sense?
Each option can be right, depending on your size, budget and needs.
| Option | Where it works well | Where it falls short |
|---|---|---|
| A keen teacher on staff leads it | Low cost; knows your learners and timetable; good for keeping momentum after training | Often has no time set aside, and may not feel able to set rules for senior colleagues |
| Free online courses and public programmes | Good for foundations; teachers learn at their own pace | Rarely built on your curriculum designs or your school's rules |
| A session from a tool company | Strong on that one product's features | Tends to show one tool; may not cover integrity, KNEC or data |
| A large training firm | Can reach many sites at once | Content may be general, and the trainer may change between sessions |
| A specialist trainer who works in education | Built on your work, with integrity and data covered | Smaller teams have limited dates, so book early |
Many schools combine two: an outside workshop to set the foundation and rules, then a named teacher who keeps it going. Our post on in-house or external AI trainers goes deeper on that choice.
Why do schools and universities choose FuKazee?
We believe FuKazee is the best choice for a Kenyan school or university that wants teachers using AI honestly and well. That is our view, not an independent ranking, so here is the evidence, all from our live website.
1. We teach learners ourselves, every week. Our KCSE holiday tuition is taught by KCSE examiners and TSC-registered teachers, and the timetable includes learning with AI on laptops (Form 3 holiday tuition). Our ScholarShift Accelerator teaches postgraduate researchers an AI research workflow, and the integrity rules are taught explicitly. Its cohorts have drawn researchers from the University of Nairobi, JKUAT, Kenyatta University, Daystar, KeMU, Kwame Nkrumah University and the University of Glasgow. We see what learners do with AI first-hand.
2. We have trained inside a university, and we have trained teachers before. FuKazee has delivered AI training at the University of Nairobi, and we have run AI workshops for teachers several times.
3. We assume nobody in the room knows AI. We use no jargon, and we say plainly that nobody becomes an expert in a few days. We teach the four Cs (Clarity, Context, Constraints, Customisation) first, show the free version of each tool and never push one product: ChatGPT, Gemini, Claude and Copilot all get a fair hearing, with Microsoft 365 and Copilot covered where the school has them. Phones and shared laptops can work.
4. We teach the rules as well as the tools. Training exercises use synthetic examples, so no real learner work or record is pasted into a tool during a session. Module 7 of our programme covers ethics, risk and responsible use, and leaves leadership with policy material to adapt for staff and learners. Our AI acceptable use policy template is a free starting point.
5. What clients and learners say. FuKazee has trained more than 3,000 people since 2022 and more than 20 organisations and institutions. On 12 November 2026 our reviews page showed a 4.9 rating from 38 Google reviews. One learner, Melo, wrote: "The trainers make the concepts easy to understand, even for someone who may not have a technical background." Abraham Liona, Finance and Administration Manager at Maisha Girls Safe House, wrote in a recommendation letter: "We found FuKazee professional, well prepared and responsive throughout."
6. The founder teaches. Rodney Maina, our founder and Director, teaches in every programme. When you get in touch, the people who run the sessions reply to you themselves.
7. It fits how schools buy. We come to your school anywhere in Kenya by arrangement, or train live online, around your academic calendar. For the bursar, our vendor information page lists what we provide on request, including the certificate of incorporation, KRA PIN certificate and a bank confirmation letter. FuKazee Limited was incorporated on 14 May 2026.
What does a half-day teacher AI workshop look like?
Here is a sample half-day outline built from our pages on AI training for teachers and AI training for education institutions. We adapt every outline to your school, your devices and the subjects your staff teach.
| Time | Session | What teachers do |
|---|---|---|
| 8:30 to 9:00 | What AI is, and is not | For complete beginners: what these tools do well, where they make things up, and why the teacher stays in charge |
| 9:00 to 9:45 | The four Cs, on your own lesson | Each teacher pastes outcomes from their own curriculum design and builds a lesson plan, then checks it line by line |
| 9:45 to 10:30 | Questions, marking guides and mixed levels | Draft questions at three levels with a marking guide; rewrite one passage for learners who are struggling |
| 10:30 to 10:50 | Break | |
| 10:50 to 11:30 | Work AI cannot do alone | Redesign one take-home task around local observation, a draft done in class or a short oral explanation, with a simple rubric |
| 11:30 to 12:00 | Learner data and the KNEC line | What never goes into a public tool; where AI must not touch School-Based Assessment; how to handle a suspected case fairly |
| 12:00 to 12:30 | Your school's rules and next steps | Draft permitted and prohibited uses, pick one task per department, and set a review date |
For class teachers at the end of term, or the school office, report comments, parent notes and letters can replace one block.
For a university or larger school, a fuller programme runs in half-day sessions over two to four weeks: leadership and heads of department first, then subject or faculty workshops, then administrative teams. Staff keep prompt libraries, coursework templates and policy material, and we check in after the next teaching block.
What should the head teacher do before and after the day?
Leadership can help with five small steps.
Before:
- Name one AI lead: a curious, careful teacher, not only the ICT teacher.
- Count your devices and check the connection in the room you will use.
- Collect the current KNEC, Ministry and TSC circulars, and any county guidance, so the session works from the latest instructions.
Our six-week plan for schools covers the wider steps, from writing an interim AI note to briefing parents.
After:
- Turn the draft rules into a one-page note within two weeks, and share it with staff, learners and parents.
- Remind staff of the data rule in writing. The ODPC's Guidance Note for the Education Sector (December 2023) lists, as a privacy concern, disproportionate sharing of learners' academic records, behaviour or health data with larger groups, including through students' or parents' WhatsApp groups. The same care applies to AI tools.
For a longer view, UNESCO's AI competency framework for teachers (August 2024) sets out 15 competencies across five dimensions, a useful check that your plan covers more than tools.
When FuKazee may not be the right fit
- You need a recognised qualification. Where a programme includes one, teachers with at least 75% attendance receive a FuKazee certificate of completion. It is not a government or NITA qualification. If you need one, ask any provider to show it in writing.
- You want one product rolled out. If you have chosen a single platform and want its features taught, its maker may serve you better. We teach across tools.
- You need every teacher in a county trained this month. A trainer-led workshop is not built for that scale; a national or county programme is a better first step.
- You want AI to mark or police. Final marks stay with the teacher, AI stays off national assessments unless KNEC clearly allows it, and a detector score is never proof.
- You want learners trained, not staff. Our staff workshop is for teachers and administrators. Learner programmes are separate: the ScholarShift Accelerator for postgraduates and KCSE tuition for candidates.
Questions people ask
How long should a teacher AI workshop be?
A half-day covers the basics, one real lesson task and the rules. Habits form with practice afterwards, so plan a follow-up. For a whole institution, half-day sessions over two to four weeks work better than one long day.
Can the workshop run on teachers' phones?
Usually, yes. Phones and shared laptops can work, and we plan text-first exercises that run on a phone. Tell us what devices you have when we first talk.
Is it cheating if teachers use AI to plan lessons?
Generally no. Reports of KNEC's September 2026 warning separate lesson preparation from assessed learner work. The lesson stays the teacher's own when they check it against the curriculum design and adapt it to their class.
Does FuKazee train university lecturers too?
Yes. Our page on AI training for education institutions covers lecturers, heads of department, registry, admissions and communications teams, and help with an institutional AI policy.
How much does it cost?
We quote each engagement based on the number of staff, campuses and sessions, after a short conversation about what you need. The education training page explains how quotations work.
Sources
All sources last checked 12 November 2026.
- Education News Hub, "KNEC Warns Teachers Against Using AI to Complete Learners' SBA Tasks" (last updated 25 September 2026)
- AllAfrica, "Govt Assures Smooth Start for First Cohort of Grade 10 Learners Under CBE" (12 January 2026)
- The Star, "KNEC opens Grade 10 assessment registration, sets July 30 deadline" (25 June 2026)
- Liang, Yuksekgonul, Mao, Wu and Zou, "GPT detectors are biased against non-native English writers" (arXiv, 2023; published in Patterns, July 2023)
- Office of the Data Protection Commissioner, Guidance Note for the Education Sector (December 2023)
- UNESCO, AI competency framework for teachers (8 August 2024)
- FuKazee facts: AI training for teachers in Kenya, AI training for education, About, Reviews, Form 3 holiday tuition, Rodney Maina and Vendor information on fukazee.com
Where FuKazee fits in
FuKazee trains people in tech, the future of work and the future of careers. For schools, colleges and universities, we run practical AI workshops for teachers, lecturers and the staff who keep the institution running. We build each one on your own curriculum designs, plan around your devices, and help you draft written rules on AI use. Academic integrity and learners' privacy run through every session.
Tell us how many teachers, which levels they teach and what worries you most, and we will suggest a plan.
Email us at lead@fukazee.com
Want guided support instead?
Not sure which programme fits? Tell us who you are and we will point you to the right path: corporate AI training, the ScholarShift Accelerator for postgraduates, or KCSE study plans and tuition.
Rodney has run FuKazee's training since 2022 and still teaches inside every programme line: corporate sessions, the postgraduate cohort and the KCSE examiner webinars. First Class Honours in Journalism and Mass Communication, University of Nairobi.
