Robotics Takes Center Stage in Nairobi STEM Classes

A growing number of Nairobi schools are embracing robotics and hands-on technology education to empower students with 21st‑century skills. On September 30, 2025, a landmark boot‑camp brought together 60 learners and 13 teachers from 13 different Nairobi schools for intensive training in robotics, coding and artificial intelligence. The event, organised by eKitabu in partnership with Microsoft and local STEM providers, saw pupils assemble and programme robots, reflecting a shift from theory‑based instruction to interactive, project‑driven learning.
The initiative builds on earlier efforts to integrate robotics into mainstream STEM curricula across Kenya. For example, the STEM Impact Center Kenya—a Nairobi‑based mobile tinker lab —has supported over 250 schools with robotics kits, coding labs and teacher training. Meanwhile, a pilot training workshop held at CEMASTEA in Nairobi from August 30‑31, 2025, organised by UNESCO in collaboration with Kenya’s Ministry of Education, equipped teachers with 3D‑printing and robotics tools, emphasising inquiry‑based learning. These efforts signal a concerted push to transform how STEM is taught in Kenya’s capital, especially in urban schools seeking to widen access to high‑tech equipment.
Educators, students and tech advocates alike have expressed enthusiasm for the move. Teachers reported that the hands-on robotics sessions boosted student engagement, collaboration and creative problem‑solving—traits seldom nurtured under traditional methods. One teacher said the experience opened up new possibilities for learners who previously had limited access to advanced tech labs. Yet, stakeholders also caution that without deliberate efforts to expand access beyond well‑resourced schools, the initiative may inadvertently widen the divide between Nairobi’s privileged and underserved institutions.
Looking ahead, the focus will shift to scaling the robotics programmes across Nairobi’s public schools, particularly those in informal settlements and under‑resourced areas. Organisers plan to establish in‑school robotics clubs, competitions and continuous teacher professional development to ensure sustainability. If these initiatives succeed, Nairobi could become a national blueprint for STEM innovation—ensuring that future generations are not simply consumers of technology, but creators and innovators in their own right.