Stakeholder Engagement and Ethical Implementation of Artificial Intelligence in EdTech Startup Projects in Nairobi City County, Kenya

The integration of Artificial Intelligence (AI) into educational technologies (EdTech) presents substantial potential for enhancing personalized learning experiences, improving decision-making, problem-solving, and critical thinking in students. However, the ethical implementation of AI in EdTech start-ups within Nairobi County, Kenya, faced significant challenges. This study examined the influence of stakeholder engagement on ethical implementation of AI in EdTech Startup projects in Nairobi City County, Kenya. The Study was guided by Edward Freeman’s Stakeholder Theory (1984). A mixed-methods approach using a convergent parallel research design was adopted, targeting 261 participants from various functional roles across EdTech start-ups in Nairobi County. A census approach was used to survey the population, and both quantitative (using Likert-scale questionnaires) and qualitative (via interviews) data were collected. Data analysis involved descriptive and inferential statistics, including correlation and multiple regression analyses. The results revealed significant positive correlations between stakeholder engagement (r = 0.733, p < 0.01). Regression analysis indicated that stakeholder engagement (β = 0.286, p < 0.01) had stronger predictive power. The findings underscored the importance of effective stakeholder engagement in ensuring the ethical deployment of AI technologies. To improve stakeholder engagement in AI projects within EdTech start-ups, it is essential to enhance the clarity of stakeholder roles by creating and disseminating clear role-specific documentation during onboarding. Establishing accessible communication channels, such as inclusive forums or digital platforms is also essential. Key words: Stakeholder Engagement, Artificial Intelligence, Ethical Implementation, EdTech Startup Projects