Abstract: This study investigated the effect of Rwanda’s National Urbanization Strategies on sustainable urban development in Kigali, with particular emphasis on the implementation of the Coordination Strategy and the Kigali Master Plan. Grounded in governance and systems theory, the research employed a descriptive design and integrated both quantitative and qualitative approaches. A total of 312 respondents including urban planners, government officials, and policy experts—were selected through purposive sampling. Data were gathered using structured questionnaires and interviews, and analyzed using SPSS Version 21 through descriptive statistics, correlation, and regression analyses. Findings revealed a strong positive correlation between the coordination strategy (r = 0.742) and sustainable urban development outcomes, underscoring the pivotal role of effective governance and institutional coordination in promoting urban sustainability. Regression analysis further confirmed institutional coordination as a significant predictor of sustainable urban development (β = 0.534, p = 0.000). The study underscores the importance of reinforcing coordination mechanisms across urban planning institutions to ensure coherent policy implementation. Based on these findings, the study recommends that urban planners, government agencies, and private sector stakeholders enhance collaboration and communication by institutionalizing regular coordination meetings, joint planning sessions, and the alignment of strategic objectives. These measures will strengthen decision-making processes and contribute to the development of inclusive, resilient, and sustainable human settlements.

Abstract: This study assessed the perception of teachers and students on the use of smart classroom in teaching and learning Mathematics for Rwandan secondary schools in Nyarugenge district, with a population 286 students and 12 teachers. As a descriptive, qualitative and quantitative research, its objectives were to assess the perceived usefulness on the use of smart classroom, to assess the challenges affecting the use of the smart classroom and to explore essential Smart Classroom Tools used in teaching and learning. The impetus for this research is driven by the global trend towards digital education and the necessity to assess its effectiveness in varied educational settings. By focusing on Nyarugenge District, this study seeks to provide valuable insights that can guide policymakers, educators, and stakeholders in making informed decisions about the implementation and optimization of smart classroom technologies in Rwandan secondary schools. The findings of this research will contribute to the broader discourse on educational technology, offering evidence-based recommendations for enhancing teaching and learning practices Mathematics. Teachers and students said that ICT tools and online resources stimulate the learners’ interest and engagement and help learners to learn more various skills. Smart classrooms increase concentration in learning, facilitate teachers and learners to get easily the content of the lesson and academic resources. Students disagree that they use computers to do group exercises and assignments, they do not use various educational software and search for supplementary reading and learning materials.