1. Purpose of the Survey
The survey was conducted by BioCosmos Kenya the autumn of 2024, with support from BioCosmos Africa, aimed to evaluate the worldviews of Kenyan university students regarding the theories of evolution and Intelligent Design. This research sought to illuminate the impact of these theories on students’ beliefs and understanding.
1.1 Research Questions
- What is the level of awareness and understanding of the theory of evolution and intelligent design among Kenyan university students?
- How do students perceive the validity and implications of evolutionary theory and Intelligent Design in relation to their personal beliefs?
- What influence do these theories have on students’ beliefs about the existence of God or a higher power?
- How do students perceive the compatibility of these theories with their religious beliefs?
- What is the level of interest among students for further education on the implications of these theories?
2. Significance of the Study
Exploring the worldviews of university students is crucial as they are often at the forefront of societal change. In Kenya, where religious beliefs are deeply rooted, understanding students’ perceptions of evolution and Intelligent Design can inform educational policies and contribute to the ongoing discourse on science and faith. This study aims to bridge the gap between scientific theories and religious beliefs, fostering a more comprehensive educational framework.
3. Ethical Considerations
The research adhered to strict ethical standards, ensuring confidentiality, privacy, anonymity, and informed consent. Participants’ responses were reported in an aggregated manner, and all data were securely stored, accessible only to the research team.
4. Survey Methodology
4.1 Sampling
The survey employed a quantitative methodology, using a structured questionnaire distributed across four public and four private faith-based universities in Kenya. A total of 800 students (100 from each university) were targeted using purposive sampling to ensure diverse representation.
4.2 Data Collection
Data were collected through online surveys, with research assistants at each university ensuring maximum participation. The questionnaire included both closed and open-ended questions, capturing quantitative and qualitative data for comprehensive analysis.
5. Analysis of Participant Demographics
5.1 Age Distribution
The majority of participants (85%) were aged 18-24, representing the typical age range of undergraduate students. This demographic is often more open to new ideas and scientific inquiry, which can influence their views on evolution and Intelligent Design.
5.2 Gender Distribution
The survey revealed a slightly higher percentage of female participants (52.7%) compared to males (47.1%). This gender distribution reflects broader demographic trends in Kenya, where women outnumber men. Studies indicate that women often exhibit different attitudes towards science and religion compared to men, influenced by socialization and cultural factors.
5.3 Level of Education
The high percentage of undergraduates (91.9%) indicates that the sample primarily reflects the views of students in the early stages of higher education.
5.4 Religious Affiliation
The survey revealed that a predominant 95.5% of participants identified as Christian. This high percentage reflects the dominant religious landscape in Kenya, where Christianity is the largest religious group, accounting for approximately 85% of the population according to the 2019 Kenya Population and Housing Census. This significant majority underscores the historical and cultural influence of Christianity in Kenyan society.
6. Results on Exposure and Perception of Evolution and Intelligent Design Theories
6.1 Exposure to Evolution and Intelligent Design Theories
The survey aimed to determine the level of exposure to evolution and Intelligent Design theories among Kenyan university students. A significant majority (92.8%) reported exposure to the theory of evolution, indicating its widespread coverage in educational settings. Evolution is taught in subjects such as History, Religious studies, Geography, and Biology in secondary schools and in various life science disciplines at the university level.
In contrast, only 39.1% of respondents reported exposure to the theory of Intelligent Design, suggesting it is less commonly included in educational discussions. Many respondents (60.9%) lacked exposure to ID, pointing to a gap in its representation within academic discussions. This disparity highlights that while evolution is a dominant topic in education, ID remains less widely discussed or integrated into curricula.
Students identified multiple sources through which they encountered information on ID, including student clubs (particularly the BioCosmos student club), friends, public lectures, university seminars, ID-related literature, social media, classroom instruction, the BioCosmos website, and informal group discussions.
6.2 Level of Understanding of Evolution and Intelligent Design Theories
The survey also assessed the level of understanding of evolution and ID theories among university students. Most respondents indicated a higher level of understanding of evolution compared to ID. Evolution has been taught as the main theory explaining the origin of life in many educational institutions, making it more familiar to students. At a total of 52% for high to medium level of understanding, ID is gaining good grounds in Kenya Universities A greater proportion of students (30.9%) reported a low understanding of ID, compared to only 7.0% for evolution. Additionally, more students (15.4%) were unsure about their understanding of ID compared to 5.4% for evolution. These results suggest that evolution is more widely understood and integrated into students’ knowledge base, while ID remains less familiar and less comprehensively grasped
6.3 Testability of Evolution and Intelligent Design Theories
When asked whether they agree that evolution and ID theories are testable scientific theories, the majority (55.1%) of students responded in favor of evolution. However, a significant proportion (43.6%) also perceived ID as scientifically testable. There was a negligible difference between those who strongly agreed that the two theories were scientifically testable (10.3% for evolution and 9.4% for ID). Similarly, the difference between those who disagreed or strongly disagreed that both theories were not testable was small.
6.4 Participation in Discussions/Debates on Evolution and Intelligent Design Theories
The survey sought to establish whether students had participated in discussions or debates on evolution and ID theories. A majority indicated involvement in discussions and debates on evolution, with 43.8% participating occasionally and 15.1% frequently. In contrast, 21.7% had participated in discussions and debates on ID occasionally, and 8.8% frequently.
The higher percentage of students involved in discussions on evolution (58.9%) could be attributed to greater exposure to this theory. However, it is noteworthy that discussions on ID are reasonably high (30.5%) despite it being a relatively new theory. Overall, these results indicate that discussions on evolution are more frequent and widespread compared to ID.
6.5 Importance of Teaching Evolution and Intelligent Design Theories in Universities
Respondents were asked whether it is important to include discussions on evolution and ID theories in the curriculum of Kenyan universities. A majority indicated that it is very important to include both theories. In total, 76.3% advocated for teaching evolution, while 74.7% supported teaching ID. The small difference in total percentages implies that university students appreciate ID as an alternative theory of the origin of life and believe it should be taught alongside evolution.
7. Results on Beliefs about God
7.1 Exposure to religious literature and teaching
The survey revealed that out of 756 responses regarding the frequency of exposure to religious literature and teaching, 55.8% of participants reported daily exposure, 33.2% weekly, 3.2% monthly, 7.1% rarely, and 0.7% never. This indicates that up to 89% of participants are frequently exposed to religious teachings, slightly lower than the 96.5% of Kenyans who affiliate with a religious group according to the 2019 Kenya Population and Housing Census. The high percentage of frequent exposure suggests that religious teachings play a significant role in shaping students’ worldviews, including their perspectives on evolution and Intelligent Design.
7.2 Perception of Natural Order and Complexity
The survey asked students whether they believe that the order, complexity, and design observed in nature are evidence for the existence of a higher intelligence or God. Out of 742 responses, 80.1% agreed, 6.1% disagreed, and 13.79% were neutral. These results suggest that a significant majority of students perceive natural order and complexity as indicative of a higher intelligence.
The high percentage of agreement reflects a strong inclination among students to associate the intricacies of nature with the existence of a divine creator. This aligns with the principles of ID, which posits that certain features of the universe and living things are best explained by an intelligent cause rather than an undirected process such as natural selection. Conversely, the 6.1% who disagreed may favor naturalistic explanations for the origin and complexity of life, aligning more closely with evolutionary theory. The 13.79% who were neutral could be students still reconciling their scientific education with their personal beliefs.
7.2 Perception of Natural Order and Complexity
The survey asked students whether they believe that the order, complexity, and design observed in nature are evidence for the existence of a higher intelligence or God. Out of 742 responses, 80.1% agreed, 6.1% disagreed, and 13.79% were neutral. These results suggest that a significant majority of students perceive natural order and complexity as indicative of a higher intelligence.
The high percentage of agreement reflects a strong inclination among students to associate the intricacies of nature with the existence of a divine creator. This aligns with the principles of ID, which posits that certain features of the universe and living things are best explained by an intelligent cause rather than an undirected process such as natural selection. Conversely, the 6.1% who disagreed may favor naturalistic explanations for the origin and complexity of life, aligning more closely with evolutionary theory. The 13.79% who were neutral could be students still reconciling their scientific education with their personal beliefs
8. Results on Worldview on Science and Religion
8.1 Compatibility of Evolution with Religious Beliefs
The survey asked students if they find the concept of evolution compatible with their religious beliefs. Out of the respondents, 40.1% said that the theory is not compatible, while 14.2% indicated that the theory is completely compatible with their religious beliefs. The remaining percentage were neutral or unsure. This finding aligns with research indicating that religiosity is a significant predictor of evolution acceptance, with highly religious students more likely to reject evolution.
8.2 Compatibility of Intelligent Design with Religious Beliefs
The survey asked students about the compatibility of the theory of Intelligent Design (ID) with their religious beliefs. Out of 742 responses, 14.6% indicated they don’t know, while 40.6% were not sure. This suggests a need to expose university students more to the theory of ID, as there appears to be a lack of adequate awareness. Meanwhile, 22.8% answered that ID is completely compatible with their religion, while 22.1% explained that ID and their religion are not compatible.
The main argument in ID is that certain complex features of the universe and living things are best explained by an intelligent cause rather than natural processes like evolution. Research indicates that ID is often compatible with religious beliefs, particularly among students who hold theistic views.
8.3 Influence of the Theory of Evolution on Belief in God or a Higher Power
The survey results, as depicted in the figure below, show that out of 753 responses, 43.1% of respondents agreed, 37.9% disagreed, and 19% were neutral regarding whether exposure to the theory of evolution has negatively influenced their belief in God or a higher power. These responses suggest that the theory of evolution has had a notable impact on the beliefs of Kenyan university students about God.
This data indicates a significant influence of evolutionary theory on students’ religious beliefs, and as confirmed by other studies (Barnes, 2019; Hill, 2014; Risler et al., 2014; Marques, 2012; Winslow et al. 2011). The fact that a substantial portion of students (43.1%) acknowledged this influence highlights the interplay between scientific education and personal faith. This component of respondents believe that the theory of evolution has pushed them away from God and made them believe in other creative power hence possibility of becoming more atheistic. Conversely, the 37.9% who disagreed may reflect a strong adherence to religious teachings that reject evolutionary theory. These respondents take evolution theory as an academic discipline just to pass examinations. The 19.1% who were neutral might represent students who are still reconciling their scientific education with their religious beliefs (Pew Research Center, 2009).
The main argument in ID is that certain complex features of the universe and living things are best explained by an intelligent cause rather than natural processes like evolution. Research indicates that ID is often compatible with religious beliefs, particularly among students who hold theistic views.
8.3 Influence of the Theory of Evolution on Belief in God or a Higher Power
The survey results, as depicted in the figure below, show that out of 753 responses, 43.1% of respondents agreed, 37.9% disagreed, and 19% were neutral regarding whether exposure to the theory of evolution has negatively influenced their belief in God or a higher power. These responses suggest that the theory of evolution has had a notable impact on the beliefs of Kenyan university students about God.
This data indicates a significant influence of evolutionary theory on students’ religious beliefs, and as confirmed by other studies (Barnes, 2019; Hill, 2014; Risler et al., 2014; Marques, 2012; Winslow et al. 2011). The fact that a substantial portion of students (43.1%) acknowledged this influence highlights the interplay between scientific education and personal faith. This component of respondents believe that the theory of evolution has pushed them away from God and made them believe in other creative power hence possibility of becoming more atheistic. Conversely, the 37.9% who disagreed may reflect a strong adherence to religious teachings that reject evolutionary theory. These respondents take evolution theory as an academic discipline just to pass examinations. The 19.1% who were neutral might represent students who are still reconciling their scientific education with their religious beliefs (Pew Research Center, 2009).
8.4 Influence of the Theory of Intelligent Design on Belief of God
As to whether the student’s exposure to the theory of Intelligent Design has positively influenced the student’s belief in God and as captured in the figure below, out of the 744 responses, 41.89% agreed, 32% disagreed while 25.3% of the respondents were neutral.
The survey responses indicate that exposure to both the theories of evolution and Intelligent Design influences students’ beliefs in God or a higher power. This finding aligns with observations by Rissler, Duncan & Caruso (2024) and Marques et al. (2012), who studied the influence of evolutionary theory and religious beliefs among university students. Similarly, Ngugi (2021) found that postgraduate students exposed to ID arguments are more likely to consider the possibility of a divine creator.
Research supports the notion that exposure to evolutionary theory can lead to atheistic perceptions among students. A study by Barnes et al. (2019) found that approximately half of college biology students perceived that accepting evolution means one cannot believe in God. This perception can result in lower acceptance of evolution among religious students, as they struggle to reconcile their scientific education with their faith (Barnes et al., 2019). Evolutionary theory, by emphasizing naturalistic explanations for the origin of life, often challenges traditional religious beliefs, potentially leading to a shift towards atheism (Taylor, 2021).
Conversely, exposure to ID tends to reinforce theistic beliefs. ID posits that certain features of the universe and living things are best explained by an intelligent cause rather than an undirected process such as natural selection Forrest (2009). This perspective aligns more closely with religious views that emphasize a divine creator. Studies have shown that students exposed to ID are more likely to maintain or strengthen their belief in God or a higher power. The emphasis on purposeful design in nature resonates with theistic interpretations, making ID a more compatible framework for students with strong religious convictions.
9. Interest in learning more about the theory of Intelligent Design
The survey asked students about their level of interest in learning more about the theory of Intelligent Design. A majority (73.7%) expressed interest, while 7.6% were not interested and 18.7% were neutral. These findings indicate that a significant portion of the students surveyed are keen to learn more about ID, suggesting a need for further investigation into their specific areas of interest and effective ways to reach out to them.
Conclusion
The survey provides valuable insights into the worldviews of Kenyan university students regarding the theories of evolution and Intelligent Design. The findings reveal a high level of exposure and understanding of evolution compared to Intelligent Design, reflecting its dominant presence in educational curricula. Despite this, there is significant interest among students in learning about Intelligent Design, indicating a desire for a more balanced and comprehensive educational approach. Students’ perceptions of these theories are influenced by their personal beliefs and religious affiliations, with a majority identifying as Christian.
The survey highlights the need for further education on the implications of evolution and Intelligent Design, as well as the importance of fostering open discussions and debates. By including both theories in university curricula, educators can promote critical thinking and a deeper understanding of the origins of life, ultimately contributing to a more informed and open-minded student body.
The findings also highlight the profound influence of religious teachings on students’ perspectives, with a majority frequently exposed to religious literature and teachings. This exposure shapes their views on natural order and complexity, with most students associating these aspects with the existence of a higher intelligence or God.
The compatibility of evolution and Intelligent Design with religious beliefs varies among students. While a notable portion finds evolution incompatible with their religious beliefs, Intelligent Design appears to resonate more with their theistic views. Exposure to evolutionary theory can challenge traditional religious beliefs, potentially leading to atheistic perceptions, while Intelligent Design tends to reinforce theistic beliefs, aligning with the notion of a divine creator.
Overall, the survey underscores the importance of integrating discussions on both evolution and Intelligent Design within university curricula to foster critical thinking and a comprehensive understanding of the origins of life. This approach can help bridge the gap between scientific theories and religious beliefs, contributing to a more informed and open-minded student body.
