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Background <p>While Rwanda has made strides toward inclusive education, there remains a significant knowledge gap concerning how teachers with Visual Impairments (VIs) perceive and utilize Information and Communication Technologies (ICT) in their professional practice. Existing studies tend to focus on learners with disabilities, leaving the experiences of VI teachers largely underexplored.</p> Objective <p>This study aimed to examine the perceptions, challenges, and enabling factors surrounding ICT use among teachers with Visual Impairments in Rwanda.</p> Methods <p>A descriptive qualitative design was employed. Data were collected through structured interviews and Focus Group Discussions(FGD) with 28 VI teachers from selected inclusive and special schools. Thematic analysis, supported by NVivo software, was used to identify recurring patterns in participants' experiences.</p> Results <p>Ten core themes emerged: (1) Accessibility of ICT tools, (2) ICT training and skill development, (3) Integration of ICT in teaching practices, (4) Support systems, (5) Attitudes toward ICT adoption, (6) Barriers to ICT utilization, (7) ICT and professional development, (8) Impact of ICT on teaching outcomes, (9) Policy and advocacy, and (10) Future aspirations. Participants reported significant barriers including limited access to accessible technologies, insufficient training, infrastructural gaps, and weak institutional support. Despite these obstacles, a strong willingness to adopt ICT was evident, contingent on availability of targeted support.</p> Conclusion <p>Findings suggest a need for policy review to support teachers with visual impairments in ICT use. These insights may indicate areas where institutional and technological support is lacking. Addressing these systemic challenges is crucial for realizing equitable and inclusive educational environments in Rwanda and similar low-resource settings.</p>

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Understanding ICT use among teachers with visual impairments in Rwanda: a descriptive qualitative study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月21日

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  • Ntalindwa Theoneste,
  • Uwera Marie Claire,
  • Nizeyimana Gerard,
  • Habimana Olivier,
  • Nyirigira Vincent

摘要

Background

While Rwanda has made strides toward inclusive education, there remains a significant knowledge gap concerning how teachers with Visual Impairments (VIs) perceive and utilize Information and Communication Technologies (ICT) in their professional practice. Existing studies tend to focus on learners with disabilities, leaving the experiences of VI teachers largely underexplored.

Objective

This study aimed to examine the perceptions, challenges, and enabling factors surrounding ICT use among teachers with Visual Impairments in Rwanda.

Methods

A descriptive qualitative design was employed. Data were collected through structured interviews and Focus Group Discussions(FGD) with 28 VI teachers from selected inclusive and special schools. Thematic analysis, supported by NVivo software, was used to identify recurring patterns in participants' experiences.

Results

Ten core themes emerged: (1) Accessibility of ICT tools, (2) ICT training and skill development, (3) Integration of ICT in teaching practices, (4) Support systems, (5) Attitudes toward ICT adoption, (6) Barriers to ICT utilization, (7) ICT and professional development, (8) Impact of ICT on teaching outcomes, (9) Policy and advocacy, and (10) Future aspirations. Participants reported significant barriers including limited access to accessible technologies, insufficient training, infrastructural gaps, and weak institutional support. Despite these obstacles, a strong willingness to adopt ICT was evident, contingent on availability of targeted support.

Conclusion

Findings suggest a need for policy review to support teachers with visual impairments in ICT use. These insights may indicate areas where institutional and technological support is lacking. Addressing these systemic challenges is crucial for realizing equitable and inclusive educational environments in Rwanda and similar low-resource settings.