Teachers’ Perceptions about Digitalization of Teaching and its Influence on Students’ Engagement at GS Kagugu, Rwanda

Emmanuel Bizimana – University of Rwanda-College of Education, Rwanda

https://orcid.org/0009-0000-2287-0873/

Ernest Ntawuzibyimanikora – African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda

https://orcid.org/0009-0005-1943-8269

Email: biziemma93@gmail.com/ ntawuzibyimanikoraernest@gmail.com

Abstract: The digitalization of teaching has become a global educational priority aimed at enhancing student engagement and promoting learner-centered instruction. In Rwanda, national initiatives such as the ICT in Education Policy and Smart Classroom Project seek to integrate digital technologies into classroom practices. However, limited evidence exists regarding teachers’ perceptions of digitalization and its influence on student engagement at the school level. This qualitative case study explored secondary school teachers’ perceptions of the digitalization of teaching and its influence on students’ behavioral, emotional, and cognitive engagement at GS Kagugu in Gasabo District, Rwanda. Guided by Constructivist Learning Theory and the Technology Acceptance Model (TAM), the study employed an interpretivist paradigm using semi-structured interviews and document analysis. Five purposively selected teachers from different subject areas participated in the study. Thematic analysis revealed that teachers conceptualize digitalization either as the substitution of traditional instructional tools or as a pedagogical transformation that promotes learner-centered and interactive learning. The findings indicated that digital teaching practices positively influence student motivation, participation, attention, and conceptual understanding when effectively integrated. However, challenges including unstable internet connectivity, power interruptions, limited digital competencies, and inadequate professional development constrain meaningful technology integration. The study recommends continuous school-based professional development, peer-led mentoring initiatives, equitable access to digital resources, and the provision of localized offline-capable digital learning materials. Educational digitalization should therefore prioritize teacher capacity building alongside technological investments to maximize student engagement and learning outcomes.