Abstract:

Information and Communication Technology (ICT) is increasingly playing a pivotal role in the delivery of educational resources and enhancement of pedagogical activities. Effective use of ICT in the education sector has the potential to revolutionalise education access, enable timely support and the development of ubiquitous communities of practice. Despite the different political histories between South Africa and Rwanda, these are compelling prototypes of African countries that faced turbulent challenges and at the same time achieved significant progress in building more inclusive and just societies. Through digital equity lens, this bibliometric and content analysis paper examines the state of ICT implementation and usage in Rwanda and South Africa based on the Scopus database during the period from 2013 to 2023. The aim is to establish a comparison of implementation status, pedagogical practices using ICT, the actual usage of ICT in the curriculum and identify some of the possible challenges in the adoption of ICT in education. The results of this bibliometric and content analysis will be of interest to educators, policymakers, and government officials seeking to understand the possible challenges, and ultimately propose potential solutions towards ensuring maximum benefits from a policy perspective. This will also strengthen the adoption of technology in initial teacher education programmes.

Keywords:

South Africa, Rwanda, Education Access, Digital Equity, ICT.