| dc.description.abstract | This systematic literature review explores the integration of mobile STEM labs and digital technologies
including artificial intelligence (AI), robotics and e-learning platforms as tools for enhancing STEM
education in marginalized regions of Kenya. In alignment with Kenya’s transition to the Competency-
Based Curriculum (CBC), these technologies offer scalable solutions for delivering practical, hands-on
science learning where traditional infrastructure is lacking. Guided by PRISMA methodology, 20 peerreviewed
studies were selected from academic databases such as Google Scholar, Scopus, ERIC, and
JSTOR. The review is grounded in Constructivist Learning Theory, which emphasizes active,
experience-based learning, and Technological Pedagogical Content Knowledge (TPACK) Framework,
which supports the strategic integration of technology into teaching. Findings show that mobile STEM
labs and AI tools enhance student engagement, critical thinking, and STEM identity, while addressing
educational equity. However, challenges such as digital infrastructure gaps, limited teacher
preparedness, and sustainability concerns remain. The study underscores the need for localized, teachersupported
interventions to ensure long-term impact in Kenya’s arid and semi-arid regions. | en_US |
