Integrating ethics in artificial intelligence syllabus in university and co-teaching with industry experts: perceptions and experiences of students from Kenya

Fredrick Mzee Awuor

Abstract


The common model adopted by most departments of Computer Science (CS) in universities in Kenya for teaching CS course is the traditional faculty-led and content-driven approach that denies the learners opportunity of learning from peers or industry experts or problem-based projects. At Kisii University in Kenya, we are trying a different model: the faculty of CS teamed up with the faculties form the departments of psychology and law, and industry experts to redesign the syllabus for artificial intelligence course then delivered it using a collaborative co-teaching approach that integrated various methodologies including flipped classrooms, project-based learning, problem-based learning, and traditional lecture-based approaches. This paper reports on the perceptions and experiences of students on the proposed collaborative teaching framework for ethical artificial intelligence undergraduate level 300 course in CS curriculum and how insights from these experiences can be transferred to other undergraduate CS courses. Our aim is to advance our understanding of how to promote student-centered learning, encourage collaboration between academia and industry, and across disciplines in the university for CS curriculum delivery, and advance dialogue on integration of ethics in AI syllabus.

 

Received: 20 January 2026

Accepted: 14 March 2026

Published: 14 May 2026


Keywords


Ethics; Artificial Intelligence (AI); Computer Science Curriculum; Co-teaching; Collaborative Teaching; Pedagogical Framework

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References


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DOI: https://dx.doi.org/10.21622/ACE.2026.06.1.1906

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Copyright (c) 2026 Fredrick Mzee Awuor

Advances in Computing and Engineering

E-ISSN: 2735-5985

P-ISSN: 2735-5977

 

Published by:

Academy Publishing Center (APC)

Arab Academy for Science, Technology and Maritime Transport (AASTMT)

Alexandria, Egypt

ace@aast.edu