Integrating ICT in Rwandan schools to enhance access proficiency and utilization

Bibliographic Data

ID22436614
AuthorsInnocent Twagilimana (University of Rwanda), Juliet Perumal (0000-0001-7329-5389, University of the Witwatersrand), Olivier Habimana (0000-0001-6611-4762, University of Rwanda), Reuben Dlamini (0000-0001-6451-333X, University of the Witwatersrand), Irenée Ndayambaje (0000-0002-5300-9063, University of Rwanda), Ojo Emmanuel (University of the Witwatersrand), Epimaque Niyibizi (0000-0002-9371-0874, University of Rwanda), Leketi Makalela (0000-0001-6375-5839, University of the Witwatersrand), Fatima Makda, Fatima Aman Makda (University of the Witwatersrand), Nsabayezu Ezechiel (0000-0002-1377-9266, University of Rwanda, corresponding author)
Year2026
Volume5
Issue1
Publication date2026-01-06
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscover Education (JOURNAL)
Journal identifiersISSN: 2731-5525 • E-ISSN: 2731-5525
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s44217-025-01091-4
OpenAlexW7118548585
LanguageEN
References cited34

This study investigated the integration of Information and Communication Technology (ICT) among in-service secondary school teachers in Rwanda, focusing on gaps in access, proficiency, and utilization. A mixed-methods research design was employed, combining quantitative and qualitative approaches to provide a comprehensive understanding of teachers’ experiences, attitudes, and challenges regarding ICT use in education. Data were collected from 180 in-service teachers across three districts using a structured questionnaire with both closed- and open-ended items. Quantitative data were analyzed using descriptive statistics in SPSS, while qualitative data were examined through thematic analysis following Braun and Clarke’s six-phase approach. The findings revealed that while most teachers have access to basic ICT tools such as smartphones and laptops, there are significant disparities in the availability and use of advanced technologies, including interactive whiteboards and simulation software. Teachers displayed varying levels of ICT proficiency, with many relying on traditional teaching methods due to limited digital skills and inconsistent infrastructure support. Qualitative analysis identified three main themes: (1) Access to ICT Resources and Infrastructure, highlighting challenges such as insufficient devices and poor internet connectivity; (2) Teachers’ ICT Proficiency and Professional Competence, showing gaps in confidence and training; and (3) Utilization of ICT in Pedagogical Practices, revealing limited integration of technology into teaching despite recognition of its benefits. The study concludes that effective ICT integration in Rwandan secondary schools requires targeted professional development, equitable distribution of digital resources, and strengthened digital leadership. These findings provide evidence-based guidance for policymakers and educators to enhance ICT adoption, improve teaching practices, and promote inclusive, technology-supported learning.

Descriptive statistics · Digital divide · Information and Communications Technology · Qualitative property · Qualitative research · Technology integration · The Internet · Thematic analysis · Education and Technology Integration · Gender and Technology in Education · ICT in Developing Communities

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