Abstract: In the era of digital transformation, the development of digital literacy (DL) among secondary school teachers is crucial for fostering digitally skilled and talented students. While Rwanda has prioritized DL through policies such as Vision 2050 and the Smart Education Policy, little is known about digital literacy development among secondary school teachers. This systematic review explores the current state, challenges, and strategies for enhancing digital literacy development among secondary school teachers in Rwanda. Guided by a combination of TPACK and TAM frameworks and Digital Divide Theory. This review followed the guidelines of the Campbell Collaboration and synthesized literature published between 2016 and 2024. The findings indicate that many secondary school teachers in Rwanda have developed a basic foundation of technological knowledge (TK) and a growing awareness of digital skills. However, they remain at an early stage of integrating technology effectively into pedagogy to achieve Pedagogical Knowledge (PK) and Content Knowledge (CK) due to limited training, infrastructure, and socio-economic disparities. Key challenges include: (1) insufficient technological knowledge (TK) and inadequate professional training, (2) limited access to digital resources and infrastructures, (3) challenging working conditions, and (4) a persistent digital divide characterized by skill disparities, gender gaps, and resistance to technological change. The review concludes that effective strategies should involve strengthening digital training programs, fostering public-private partnerships, enhancing community involvement, international cooperation, and fully implementing Rwanda’s SMART Education initiatives to improve teachers’ digital literacy. Strengthening DL among secondary school teachers is essential for effective curriculum delivery and preparing Rwandan youth for a digital world.
Keywords: Digital literacy, Teacher Education, Digital Competence, Digital Divide, Supportive Strategies.
Title: The Exploration of the Digital Literacy Development for Secondary School Teachers in Rwanda: A Review of Literature
Author: Mr. Ndacyayisenga Jean Claude Yvan, Dr Zhu Jian
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 4, October 2025 - December 2025
Page No: 277-291
Research Publish Journals
Website: www.researchpublish.com
Published Date: 01-November-2025
Amendment Date: 16-December-2025
