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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Smart classrooms integrating digital technologies, interactive tools, and learner-centered pedagogies are increasingly promoted worldwide as a pathway to strengthen teaching, enhance student engagement, and foster 21st-century skills. In Rwanda, substantial investment in smart classrooms across public secondary schools reflects the national ICT in Education Policy and commitment to Sustainable Development Goal 4. Yet provision of technology alone does not guarantee effectiveness. This study evaluated the effectiveness of smart classroom setups in Gicumbi District by focusing on four critical components: technological infrastructure, pedagogical readiness, learning environment, and institutional support. A convergent mixed-methods design was employed, drawing on data from 296 students, 22 teachers, and 5 head teachers. Quantitative data were analyzed using descriptive statistics and correlations, while qualitative insights were explored through thematic analysis. Findings indicate that although most schools have computers (98%) and projectors (95%), only about half are functional or aligned with curricula. Internet reliability is limited (45%), and smart boards are largely non-operational (3%). Student performance (72%) and engagement (mean = 3.7/5; 62% reporting high engagement) remain moderate. Overall, the evaluation demonstrates that smart classrooms in Gicumbi are only partially effective, with their potential constrained by inadequate teacher training, limited technical support, and weak institutional frameworks. Strengthening these dimensions is essential if smart classrooms are to contribute meaningfully to sustainable educational development. |
| Keywords: Smart Classrooms; ICT In Education; Pedagogical Readiness; Learning Environment |
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