Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Artificial Intelligence in Lifelong and Life-Course Education Journal of Education Psychology and Social Development
Jeketule Soko
The Open University of Kenya, Kenya
Humanities Computer Science & IT Education Social Sciences Other

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Dormitory Fires in Kenyan Boarding Schools (2000–2026): A Scoping Review of Arson, Student Grievance, Institutional Preparedness, and Prevention Jeketule Soko
Journal of Education Psychology and Social Development Vol 2, No 1 (2026): June 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i1.981

Abstract

Dormitory fires in Kenyan boarding schools remain a recurring school-safety crisis with serious educational, psychosocial, legal, and policy consequences. While public debate often frames these incidents as indiscipline, accidents, or infrastructural failure, Kenya-specific scholarship suggests a more complex interpretation: school arson may also function as student protest within boarding institutions marked by unequal power relations and weak channels for trusted student voice. This scoping review maps evidence on dormitory fires in Kenyan primary, junior, and secondary boarding schools from January 2000 to June 2026. Guided by PRISMA-ScR and the Joanna Briggs Institute approach, it applies a Population-Concept-Context framework and draws on 43 cited sources, including peer-reviewed literature, books, methodological guidance, government and standards documents, and NGO/IGO or rights-based reports. A supplementary incident table based on non-peer-reviewed reports identifies eight documented dormitory-fire incidents from 2001 to 2026, involving at least 125 learner deaths and at least 155 reported injuries, though some injury counts remain incomplete or contested. The synthesis identifies six themes: incident patterns; arson, grievance, and protest politics; institutional fire-safety preparedness; policy and enforcement gaps; impacts on learners and school communities; and prevention strategies. Overall, the evidence suggests deliberate fire-setting cannot be explained by individual pathology alone, but emerges from intersecting grievances, punitive school cultures, examination pressure, poor welfare, overcrowding, inadequate voice mechanisms, and weak enforcement. Prevention requires safer dormitory design, functioning alarms and exits, drills, welfare improvement, grievance systems, psychosocial support, transparent reporting, enforceable inspections, and coordinated national policy action.
Artificial Intelligence and Refugee Education in Africa: A Scoping Review of Adaptive Learning, Digital Inclusion, and Educational Continuity Jeketule Soko
Artificial Intelligence in Lifelong and Life-Course Education Vol 1 No 2 (2026): Artificial Intelligence in Lifelong and Life-Course Education
Publisher : PT. Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/aillce.v1i2.69

Abstract

Purpose – This study maps the application, discussion, and theorization of artificial intelligence (AI) in refugee education across Africa, with particular attention to adaptive learning, multilingual communication, digital inclusion, educational continuity, and ethical governance. It addresses the limited empirical evidence connecting AI-enabled education directly with African refugee contexts.Methodology – A scoping review was conducted using the PRISMA-ScR and Population–Concept–Context frameworks. The search covered eight academic databases and selected grey literature sources. Of the 3,847 records identified, 2,644 were screened, 353 underwent full-text assessment, and 46 sources were included in the final thematic synthesis.Findings – The evidence clustered around four themes: adaptive learning and educational continuity, multilingual AI and communication, digital inclusion and infrastructural inequality, and ethical governance. However, no included study provided direct empirical evidence evaluating AI-enabled systems specifically for refugee learners in Africa. Much of the evidence remains adjacent, and several initiatives described as AI-supported are more accurately characterized as digital learning platforms.Limitations – The review did not formally appraise source quality, and non-English and country-specific evidence may have been underrepresented. The limited number of refugee-led, Africa-centered, and longitudinal studies constrains claims about effectiveness.Originality – This study clarifies the boundary between AI-enabled and broader digital education and positions AI-supported refugee education as a rights-sensitive socio-technical intervention requiring infrastructure, multilingual design, teacher support, and accountable governance.
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