Digitalisation of an Initial Teacher Education Curriculum in the Democratic Republic of Congo and Rwanda

Abstract

The pervasive influence of digitalization has increasingly extended into multiple dimensions of human life, particularly within the educational sector. This study explores the integration of digitalization into initial teacher education curricula in the Democratic Republic of the Congo (DRC) and Rwanda. The primary objective is to understand how digitalization is conceptualized within these curricula and to assess its potential as a sustainable pedagogical strategy in the context of the contemporary digital era—especially in light of the global pandemic caused by the Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2). To this end, curriculum frameworks for nursery and primary teacher education programs in both the DRC and Rwanda were analyzed using a content analysis approach, drawing on both deductive and inductive reasoning. The findings reveal a divergent landscape in the digitalization of teacher education between the two countries. In Rwanda, digitalization is explicitly embedded within the curriculum, accompanied by concrete didactic and pedagogical tools to support effective implementation. These efforts are aligned with the Rwandan government's broader objective of transforming, empowering, and developing its citizenry for active participation in the digital age. In contrast, the DRC’s approach to curriculum digitalization remains underdeveloped and lacks comprehensive implementation. Based on these findings, the study recommends that both governments engage in mutual exchange of experiences, recognizing and leveraging their respective strengths and capacities to enhance the digital readiness of their teacher education systems.