Kenyan universities offer diverse computing degree programs to thousands of undergraduate students. However, existing curricula often lack components that equip learners to critically evaluate the ethical, social, and cultural implications of the technologies they design. As digital systems increasingly shape societies, there is an urgent need to train a new generation of technologists who adopt interdisciplinary, context-aware approaches to innovation. To address this, we launched a year-long initiative across eight Kenyan universities in collaboration with computing faculty. Through the redesign and delivery of 13 undergraduate courses, responsible computing principles were integrated into technical coursework, ultimately reaching 976 students. This paper presents lessons learned, observed impacts on students' ethical reasoning and career orientation, shifts in faculty teaching practices, and emerging influence on institutional policies. Our findings contribute a scalable framework for embedding responsible computing into curricula in the context of a developing country.

Keywords: Responsible Computing, Kenya, Undergraduate, Education.