Sustainable and Pedagogical Technologies
Bridging the AI chasm: A strategic framework for generative AI in higher education
Carolyne Nabwoba Simiyu 1, Kennedy Ndenga Malanga 2, Franklin Wabwoba 2 *
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1 Department of Curriculum and Pedagogy, Kibabii University, Kenya
2 School of Computing and Informatics, Karatina University, Kenya
* Corresponding Author
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ARTICLE INFO

Sustainable and Pedagogical Technologies, 2026 - Volume 2 Issue 1, Article No: e42185
https://doi.org/10.33902/SPT.202642185

Article Type: Review Article

Published Online: 01 Mar 2026

Views: 9 | Downloads: 6

ABSTRACT
This article examines the reluctance of academic institutions in developing countries to embrace generative artificial intelligence (AI) through a critical lens. Technology adoption involves complex negotiations between acceptance and resistance, shaped by infrastructural constraints, digital literacy gaps, and post-colonial considerations that complicate straightforward implementation. Through a systematic literature review and conceptual analysis, we argue that strategic adoption of generative AI represents more than technological upgrading, it offers transformative potential to address entrenched educational inequalities and prepare graduates for global engagement. Resistance emerges not primarily from technophobia but from legitimate ethical concerns, digital divides, and cultural relevance issues. The study proposes a context-sensitive integration framework emphasizing human-centred design, localized competency building, and ethical governance. We contend that higher education policymakers and practitioners in developing countries should lead in establishing fair, culturally appropriate AI ecosystems aligned with local developmental priorities while pursuing global academic excellence.
KEYWORDS
acceptance of technology developing countries digital divide ethical governance generative artificial intelligence higher education integration framework
In-text citation: (Simiyu et al., 2026)
Reference: Simiyu, C. N., Malanga, K. N., & Wabwoba, F. (2026). Bridging the AI chasm: A strategic framework for generative AI in higher education. Sustainable and Pedagogical Technologies, 2(1), e42185. https://doi.org/10.33902/SPT.202642185
In-text citation: (1), (2), (3), etc.
Reference: Simiyu CN, Malanga KN, Wabwoba F. Bridging the AI chasm: A strategic framework for generative AI in higher education. Sustainable and Pedagogical Technologies. 2026;2(1), e42185. https://doi.org/10.33902/SPT.202642185
In-text citation: (1), (2), (3), etc.
Reference: Simiyu CN, Malanga KN, Wabwoba F. Bridging the AI chasm: A strategic framework for generative AI in higher education. Sustainable and Pedagogical Technologies. 2026;2(1):e42185. https://doi.org/10.33902/SPT.202642185
In-text citation: (Simiyu et al., 2026)
Reference: Simiyu, Carolyne Nabwoba, Kennedy Ndenga Malanga, and Franklin Wabwoba. "Bridging the AI chasm: A strategic framework for generative AI in higher education". Sustainable and Pedagogical Technologies 2026 2 no. 1 (2026): e42185. https://doi.org/10.33902/SPT.202642185
In-text citation: (Simiyu et al., 2026)
Reference: Simiyu, C. N., Malanga, K. N., and Wabwoba, F. (2026). Bridging the AI chasm: A strategic framework for generative AI in higher education. Sustainable and Pedagogical Technologies, 2(1), e42185. https://doi.org/10.33902/SPT.202642185
In-text citation: (Simiyu et al., 2026)
Reference: Simiyu, Carolyne Nabwoba et al. "Bridging the AI chasm: A strategic framework for generative AI in higher education". Sustainable and Pedagogical Technologies, vol. 2, no. 1, 2026, e42185. https://doi.org/10.33902/SPT.202642185
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