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<p>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.</p>

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Integrating ICT in Rwandan schools to enhance access proficiency and utilization

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月6日

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

摘要

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.