Scholarlink

<p>The integration of Information and Communication Technology (ICT) into teacher education is increasingly recognized as a catalyst for inclusive and future-ready learning environments. While global discourse on ICT in education continues to expand, empirical evidence from the Global South particularly concerning pre-service teachers in Rwanda remains limited. This study examines the ICT profiles, attitudes, challenges, and implementation strategies among 248 Rwandan pre-service teachers, with a focus on advancing equity in digital education. Utilizing a quantitative survey approach, the study provides nuanced insights into linguistic proficiency, access patterns, and ICT engagement. Results indicate that the majority of respondents are proficient in Kinyarwanda (98%) and English (85%), reflecting strong bilingual or multilingual capabilities. Inferential analyses reveal no statistically significant associations between gender and ICT training (χ<sup>2</sup> = 1.71, <i>p</i> = 0.19), gender and desktop usage (χ<sup>2</sup> = 6.24, <i>p</i> = 0.10), or residential location and ICT access (χ<sup>2</sup> = 3.21, <i>p</i> = 0.20), suggesting equitable ICT opportunities across these variables. However, desktop usage differed significantly by age group (ANOVA <i>F</i> = 263.91, <i>p</i> &lt; 0.001), with younger participants (16–24&#xa0;years) demonstrating higher engagement underscoring the strategic importance of targeting this demographic in ICT-enhanced educational interventions. Despite widespread optimism about the pedagogical potential of ICT, respondents identified persistent barriers including limited infrastructure, insufficient digital tools, and lack of training. Nevertheless, a strong willingness to improve digital competencies was evident, alongside a shared recognition of ICT’s transformative role in teaching and learning. The study calls for coherent policy frameworks, robust infrastructure investment, and targeted professional development to address systemic gaps and accelerate ICT integration in teacher education. These findings reinforce the strategic alignment with Rwanda’s and Africa’s broader aspirations to nurture a knowledge-based, technology-driven education system.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Exploring ICT integration among Rwandan pre-service teachers: attitudes, barriers, and strategies

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年9月22日

查看全文
  • Innocent Twagilimana,
  • Juliet Perumal,
  • Olivier Habimana,
  • Reuben Dlamini,
  • Irenee Ndayambaje,
  • Emmanuel Ojo,
  • Epimaque Niyibizi,
  • Leketi Makalela,
  • Fatima Makda,
  • Ezechiel Nsabayezu

摘要

The integration of Information and Communication Technology (ICT) into teacher education is increasingly recognized as a catalyst for inclusive and future-ready learning environments. While global discourse on ICT in education continues to expand, empirical evidence from the Global South particularly concerning pre-service teachers in Rwanda remains limited. This study examines the ICT profiles, attitudes, challenges, and implementation strategies among 248 Rwandan pre-service teachers, with a focus on advancing equity in digital education. Utilizing a quantitative survey approach, the study provides nuanced insights into linguistic proficiency, access patterns, and ICT engagement. Results indicate that the majority of respondents are proficient in Kinyarwanda (98%) and English (85%), reflecting strong bilingual or multilingual capabilities. Inferential analyses reveal no statistically significant associations between gender and ICT training (χ2 = 1.71, p = 0.19), gender and desktop usage (χ2 = 6.24, p = 0.10), or residential location and ICT access (χ2 = 3.21, p = 0.20), suggesting equitable ICT opportunities across these variables. However, desktop usage differed significantly by age group (ANOVA F = 263.91, p < 0.001), with younger participants (16–24 years) demonstrating higher engagement underscoring the strategic importance of targeting this demographic in ICT-enhanced educational interventions. Despite widespread optimism about the pedagogical potential of ICT, respondents identified persistent barriers including limited infrastructure, insufficient digital tools, and lack of training. Nevertheless, a strong willingness to improve digital competencies was evident, alongside a shared recognition of ICT’s transformative role in teaching and learning. The study calls for coherent policy frameworks, robust infrastructure investment, and targeted professional development to address systemic gaps and accelerate ICT integration in teacher education. These findings reinforce the strategic alignment with Rwanda’s and Africa’s broader aspirations to nurture a knowledge-based, technology-driven education system.