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Integrating ICT in Rwandan Schools to Enhance Access Proficiency and Utilization

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Title: Integrating ICT in Rwandan Schools to Enhance Access Proficiency and Utilization
Language: English
Authors: Innocent Twagilimana, Juliet Perumal, Olivier Habimana (ORCID 0000-0002-4851-3513), Reuben Dlamini, Irenee Ndayambaje, Ojo Emmanuel, Epimaque Niyibizi, Leketi Makalela, Fatima Makda, Nsabayezu Ezechiel (ORCID 0000-0002-1377-9266)
Source: Discover Education. 2026 5.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Information Technology, Computer Mediated Communication, Technology Integration, Secondary School Teachers, Teacher Attitudes, Technology Uses in Education, Teaching Experience, Barriers
Geographic Terms: Rwanda
DOI: 10.1007/s44217-025-01091-4
ISSN: 2731-5525
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505542
Database: ERIC
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  Data: Integrating ICT in Rwandan Schools to Enhance Access Proficiency and Utilization
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  Data: <searchLink fieldCode="AR" term="%22Innocent+Twagilimana%22">Innocent Twagilimana</searchLink><br /><searchLink fieldCode="AR" term="%22Juliet+Perumal%22">Juliet Perumal</searchLink><br /><searchLink fieldCode="AR" term="%22Olivier+Habimana%22">Olivier Habimana</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4851-3513">0000-0002-4851-3513</externalLink>)<br /><searchLink fieldCode="AR" term="%22Reuben+Dlamini%22">Reuben Dlamini</searchLink><br /><searchLink fieldCode="AR" term="%22Irenee+Ndayambaje%22">Irenee Ndayambaje</searchLink><br /><searchLink fieldCode="AR" term="%22Ojo+Emmanuel%22">Ojo Emmanuel</searchLink><br /><searchLink fieldCode="AR" term="%22Epimaque+Niyibizi%22">Epimaque Niyibizi</searchLink><br /><searchLink fieldCode="AR" term="%22Leketi+Makalela%22">Leketi Makalela</searchLink><br /><searchLink fieldCode="AR" term="%22Fatima+Makda%22">Fatima Makda</searchLink><br /><searchLink fieldCode="AR" term="%22Nsabayezu+Ezechiel%22">Nsabayezu Ezechiel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1377-9266">0000-0002-1377-9266</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Discover+Education%22"><i>Discover Education</i></searchLink>. 2026 5.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Rwanda%22">Rwanda</searchLink>
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  Data: 10.1007/s44217-025-01091-4
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  Data: 2731-5525
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  Data: 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.
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