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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue IIIS October 2025 | Special Issue on Education

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Impact of Information and Communication Technology on Parental

and Community Involvement in Rwandan Mathematics Education

Sisasenkosi Sibonokuhle Dube, Rose Chibaya

UZ PhD Student, Tutor- TTC Mater-Dei Mbuga

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0607

Received: 02 October 2025; Accepted: 08 October 2025; Published: 08 November 2025

ABSTRACT

This study investigates the impact of Information and Communication Technology (ICT) on enhancing parental

and community involvement in mathematics education at Teacher Training Colleges (TTCs) in Rwanda. Despite

advances in ICT integration in Rwandan education, its impact on parental and community engagement in

mathematics remains underexplored. The study explores how ICT tools can enhance this involvement, which is

crucial for reinforcing classroom learning. A mixed-methods approach was employed. Purposive sampling was

used to select 20 TTC tutors, 100 student teachers, 80 parents, and community members. Data was collected

using surveys, semi-structured interviews, and focus group discussions. Descriptive statistics and thematic

analysis were used to analyze the data. ICT tools like Google Classroom, Zoom, Khan Academy, and

communication platforms such as WhatsApp were used for the study. Findings show that these tools facilitate

communication, allowing parents to track student progress, access resources, and engage with teachers. This has

led to improved student performance and motivation. ICT also supports community-based initiatives, like online

study groups, that extend learning beyond school hours. The study suggests that increased ICT use can contribute

to better-trained teachers, improved mathematics outcomes, and a stronger educational foundation in Rwanda.

Keywords: parental involvement; community engagement; mathematics education; digital platforms; teacher

training colleges

INTRODUCTION

Information and Communication Technology (ICT) has emerged as a transformative force in educational

systems worldwide, offering unprecedented opportunities to bridge gaps between schools, parents, and

communities. In Rwanda, where mathematics education is crucial for national development, the integration of

ICT presents promising pathways for enhancing parental and community engagement. Despite significant

investments in technological infrastructure across Rwandan educational institutions, the strategic utilization of

these resources to foster mathematics-focused partnerships remains underdeveloped. This study investigates how

ICT can effectively strengthen parental and community involvement in mathematics education within Rwanda's

unique post-genocide context. By examining current ICT implementation practices, barriers to engagement, and

successful models of technology-mediated participation, this research addresses a critical knowledge gap. The

findings aim to inform the development of contextually appropriate frameworks that leverage digital

technologies to create collaborative mathematics learning environments extending beyond classroom boundaries

into homes and communities.

Background of the Study

Information and Communication Technology (ICT) has fundamentally transformed global educational practices

over the past three decades, evolving from supplementary tools to essential components of effective teaching

and learning (Voogt, Knezek, Christensen, & Lai, 2018; Selwyn, 2020). European nations such as Finland,

Estonia, and the Netherlands have successfully implemented comprehensive digital strategies that engage all

educational stakeholders, demonstrating that technology can effectively bridge institutions and communities,

particularly in mathematics education (European Commission, 2021; OECD, 2020). Studies from Europe reveal

that ICT-facilitated parental involvement significantly improves mathematics achievement. (Hornby and

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue IIIS October 2025 | Special Issue on Education

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Blackwell ,2018) found that digital platforms enabling parent-teacher communication increased student

mathematics performance significantly. These technologies create collaborative environments where parents,

regardless of mathematical background, can actively participate in their children's learning journey (Lau & Lee,

2021).

In Africa, ICT adoption in education shows promise despite persistent challenges. Kenya, South Africa, and

Ghana have implemented technology integration programs with varying success (Tondeur, Kihoza, Jwaifell, &

Awuor, 2022). The use of mobile technologies has shown potential for overcoming engagement barriers in

several African countries (Ngesi, Landa, Madikiza, Cekiso, Tshotsho, & Walters, 2018). However, many African

educational systems struggle to effectively leverage technology for meaningful community engagement in

mathematics education.

Rwanda presents a unique case study, having positioned ICT as a cornerstone of national reconstruction

following the 1994 genocide (Rubagiza, Were, & Sutherland, 2019). Despite significant technological

infrastructure deployment across educational institutions, including Teacher Training Colleges (TTCs), the

utilization of these technologies for enhancing parental and community involvement in mathematics education

remains limited (Ndihokubwayo & Murasira, 2019).

TTCs operate largely disconnected from their communities, with minimal technological integration specifically

designed to facilitate engagement in mathematics education (Nzabalirwa & Nkiliye, 2022). This disconnect is

particularly concerning as community involvement significantly influences mathematics outcomes (Erdoğan &

Demirkasımoğlu, 2019). While research has examined ICT integration in Rwandan primary and secondary

schools (Rubagiza, Were, & Sutherland, 2019), studies specifically addressing ICT-facilitated community

involvement in mathematics education at TTCs are notably absent.

This gap is particularly critical as TTCs prepare future teachers who will shape national mathematical literacy.

The lack of established frameworks for ICT-enhanced community involvement perpetuates cycles of

disengagement with mathematics learning where technological resources exist but aren't leveraged to strengthen

crucial educational-community connections. This study addresses this critical research gap by investigating how

ICT resources can effectively enhance parental and community involvement in mathematics education at

Rwandan TTCs.

This gap is particularly critical as TTCs prepare future teachers who will shape national mathematical literacy.

The lack of established frameworks for ICT-enhanced community involvement perpetuates cycles of

disengagement with mathematics learning where technological resources exist but aren't leveraged to strengthen

crucial educational-community connections. This study addresses this critical research gap by investigating how

ICT resources can effectively enhance parental and community involvement in mathematics education at

Rwandan TTCs.

Research Objectives

1. To assess the current state of ICT integration in mathematics education in Rwandan teacher training

colleges.

2. To evaluate the effectiveness of existing ICT approaches in promoting parental and community

involvement in mathematics education in TTCs.

3. To develop a framework for implementing ICT solutions that strengthen Parental and Community

Involvement in Mathematics Education in Rwandan Teacher Training Colleges

Research Questions

1. What is the current state of ICT integration in mathematics education in Rwandan teacher training

colleges?

2. How effective are existing ICT approaches in promoting parental and community involvement in

mathematics education in Rwandan TTCs?

3. What framework can be developed to implement ICT solutions that strengthen Parental and Community

Involvement in Mathematics Education in Rwandan Teacher Training Colleges

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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THEORETICAL FRAMEWORK

This study is anchored in two complementary theoretical frameworks that together provide a comprehensive lens

for examining ICT's role in enhancing parental and community involvement in mathematics education at

Rwandan TTCs.

Communities of Practice Theory (Wenger-Trayner & Wenger-Trayner, 2020) conceptualizes learning as

occurring through participation in communities with shared domains of interest, where members engage in

collective learning and practice. In the context of this study, mathematics education at TTCs represents a domain

where traditionally, only educators and student teachers have been active participants, with parents and

community members positioned as peripheral. The theory provides a framework for understanding how ICT can

transform this dynamic by creating accessible pathways for legitimate peripheral participation, gradually moving

parents and community members from the margins toward more central involvement in mathematics education.

This theoretical lens helps examine how digital platforms can facilitate the sharing of mathematical knowledge,

practices, and values between TTCs and communities, creating expanded communities of practice where diverse

stakeholders contribute to and benefit from collective mathematical knowledge building.

The TPACK Framework (Technological Pedagogical Content Knowledge) developed by Koehler, Mishra, and

Cain (2017) addresses the complex interplay between technology, pedagogy, and content knowledge required

for effective teaching with technology. For this study, TPACK provides a structure for analyzing how TTCs

prepare future teachers to integrate ICT specifically for community engagement in mathematics education. The

framework enables examination of whether teacher training programs develop the specialized knowledge needed

to select and implement appropriate technological tools that facilitate meaningful parental and community

involvement in mathematics learning. It highlights the importance of teachers understanding not only

mathematics content and teaching methods but also how specific technologies can bridge classroom learning

with community contexts.

Together, these frameworks inform this study by conceptualizing effective ICT integration not merely as a

technical implementation challenge but as a socio-cultural process of expanding communities of practice through

the development of specialized teacher knowledge. This integrated theoretical approach guides the assessment

of current practices, evaluation of effectiveness, and development of frameworks for enhanced ICT

implementation at Rwandan TTCs.

LITERATURE REVIEW

This review examines current research on ICT integration and parental involvement in mathematics education,

using a funnel approach from global perspectives to the Rwandan context.

Current State of ICT Integration in Mathematics Education

Research from European countries demonstrates the advanced integration of technology in teacher education

programs. Studies from Finland and Estonia show that successful ICT integration in mathematics education

involves not only infrastructure but also pedagogical transformation (Valtonen, Sointu, Kukkonen, Mäkitalo,

Hoang, Häkkinen, Järvelä, Näykki, Virtanen, Pöntinen, Kostiainen, & Tondeur, 2019). In the UK, (Lau and Lee,

2021) found that teacher training institutions that effectively integrate parents into mathematics education

through digital platforms report significant improvements in student achievement. European research

consistently emphasizes that technology serves as a bridge between educational institutions and communities,

particularly in mathematics education where parental anxiety often creates barriers to involvement (Hornby &

Blackwell, 2018).

Across Africa, research reveals more varied implementation of ICT in teacher education. (Tondeur, Kihoza,

Jwaifell, & Awuor, 2022) documented increased hardware deployment in teacher training institutions but uneven

pedagogical integration. Similarly, studies from Ghana and other African countries indicate that while

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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technology access has improved at institutional levels, meaningful integration into teaching practices and

community engagement remains limited (Maphosa, 2021). Research findings indicate that across several African

countries, mathematics departments in teacher education institutions reported lower rates of technology-

facilitated community engagement compared to other subject areas.

In Rwanda specifically, Ndihokubwayo & Murasira (2019) found that TTCs have significantly increased

hardware availability, but effective pedagogical integration remains inconsistent. Nzabalirwa & Nkiliye (2022)

identified that while mathematics teacher educators had access to basic ICT tools, only a small percentage

regularly incorporated these tools in ways that modeled effective integration. Rubagiza, Were, and Sutherland

(2019) noted that when ICT is used in mathematics education at Rwandan TTCs, it primarily serves content

delivery rather than fostering collaborative environments that could involve external stakeholders.

Effectiveness of Current ICT Approaches in Facilitating Community Involvement

European research demonstrates the effectiveness of strategic ICT integration for community involvement.

Valtonen, Sointu, Kukkonen, Mäkitalo, Hoang, Häkkinen, Järvelä, Näykki, Virtanen, Pöntinen, Kostiainen, and

Tondeur (2019) documented success with digital platforms that provide real-time insights into student

mathematical learning, allowing parents to provide targeted support. These approaches have shown particular

promise in addressing mathematics anxiety among parents who previously felt unable to support their children's

learning (Hornby & Blackwell, 2018).

Research from across Africa reveals both challenges and innovations in ICT-facilitated community involvement.

Studies from Tanzania and Uganda highlight mobile technology as a promising platform for mathematics

community engagement given widespread mobile adoption (Ngesi, Landa, Madikiza, Cekiso, Tshotsho, &

Walters, 2018). However, as Maphosa (2021) notes, many initiatives fail to achieve sustained community

involvement due to disconnects between technological tools and local communication practices.

In Rwanda, Rubagiza, Were, and Sutherland (2019) identified that while a majority of parents expressed interest

in greater involvement in their children's mathematics education, only a small percentage had participated in any

technology-mediated engagement. Ndihokubwayo & Murasira (2019) found significant rural-urban disparities

in digital access and literacy among parents. However, localized successes exist: small-scale mobile-based

mathematics support programs have documented improved attitudes toward mathematics among both parents

and students.

Established Models for ICT Integration in Mathematics Education

Several nations have developed comprehensive frameworks that could inform Rwanda's approach. Various

established models have successfully integrated digital platforms into teacher education, connecting mathematics

instruction with home learning environments (Voogt, Knezek, Christensen, & Lai, 2018). These models

emphasize teacher preparation specifically for technology-mediated family engagement. Similarly, Finland's

programs train teachers to use digital tools that connect classroom mathematics with community applications,

creating opportunities for authentic problem-solving with community input (Valtonen, et al, 2019).

More directly relevant to the Rwandan context, mobile technology initiatives offer models adapted for contexts

with similar infrastructure challenges (Ngesi et al, 2018). These frameworks focus on mobile-first approaches

and emphasize mathematical applications relevant to local economic activities. In South Africa, various projects

have developed frameworks for integrating Indigenous mathematical knowledge systems with formal education

through digital platforms, addressing issues of cultural relevance particularly important in post-colonial

educational contexts (Tondeur, et al, 2022).

This literature review revealed that while established models exist internationally, their adaptation to the unique

historical, cultural, and infrastructural context of Rwandan TTCs remains underdeveloped, highlighting the

importance of this study in developing contextually appropriate frameworks for ICT-enhanced community

involvement in mathematics education.

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METHODOLOGY

This study employed a sequential explanatory mixed methods design (Creswell & Plano Clark, 2018) to

investigate the impact of ICT on parental and community involvement in mathematics education at Rwandan

TTCs. Using stratified random sampling, six TTCs representing geographical diversity were selected, with

participants including mathematics teacher educators (n=20), student teachers (n=100), and parents (n=80).

Quantitative data collection employed structured questionnaires assessing current ICT integration levels

(Valtonen et al, 2019), infrastructure audits, and communication records analysis, while qualitative methods

included semi-structured interviews and focus group discussions. Quantitative data underwent descriptive and

thematic analysis as recommended by Field (2018), while qualitative data was subjected to thematic analysis

following Braun & Clarke's (2021) six-step approach. Ethical considerations adhered to the Rwanda National

Ethics Committee guidelines, including obtaining institutional permissions from participating TTCs, securing

informed consent from all participants with clear explanations of the study's purpose and voluntary nature of

participation, ensuring confidentiality through data anonymization and secure storage, and providing

opportunities for participants to review findings before publication.

FINDINGS

1. Current state of ICT integration in mathematics education at TTCs

The majority of TTCs indicated the presence of baseline ICT infrastructure (computers, projectors, internet

access), but integration for community engagement remains minimal.

ICT Tool

Access

(%)

Regular Use for Teaching

(%)

Used to Engage Community

(%)

96%

82%

46%

Zoom

75%

55%

33%

Google

Classroom

60%

44%

28%

Khan

Academy

41%

26%

16%

The findings indicate that in Rwandan Teacher Training Colleges ICT is largely used for instructional delivery

but not explicitly to engage parents or community members.

2. Effectiveness of existing ICT approaches in facilitating parental and community engagement

Through qualitative analysis of interviews and focus groups, it was evident that ICT tools, particularly

WhatsApp, played a significant role in enhancing communication and learning among stakeholders in teacher

training. About 75% of parents reported improved communication with Teacher Training Colleges (TTCs)

through WhatsApp platforms. Similarly, 60% of student teachers acknowledged that WhatsApp facilitated the

creation of online study groups, enabling peer learning even during holidays, which in turn increased their

motivation for mathematics. Moreover, 90% of tutors identified WhatsApp as a low-cost, user-friendly tool for

launching community-based math clubs. In contrast, only 30% of participants indicated limited use of other

digital platforms such as Zoom, Google Classroom, and Khan Academy, primarily for tutor-student interactions.

A small number of parents, mainly from privileged backgrounds, also used these platforms to monitor their

children's academic progress and assist with math assignments.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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Figure 1: Summary of perceived effectiveness of ICT tools by stakeholders (Scale: 1 = Not Effective, 5 = Highly

Effective)

Stakeholder Group

Zoom

Google Classroom

Khan Academy

Parents (n=80)

4.8

2.8

2.3

2.6

Student Teachers (n=100)

4.5

3.4

3.2

2.2

Tutors (n=20)

4.9

3.6

3.5

2.9

3. Impact of ICT tools on mathematics students' learning and community engagement

The integration of ICT to engage parents in the mathematics teaching and learning of student teachers led to a

15% improvement in student performance in TTCs. Community mathematics study groups were formed in 3 out

of 5 colleges, where student teachers used platforms like Zoom and WhatsApp to support local learners and

interact with their peers from other colleges. Notably, parental confidence in assisting with mathematics learning

more than doubled, rising from 21% to 59% as self-reported by participants. More so, the findings indicated that

the geographical location of teacher training colleges had an impact on ICT use both by parents and student

teachers. Student teachers from urban locations are seen outperforming their counterparts from rural and peri-

urban locations. The figure below highlights the discrepancies both before and after parental engagement.

Figure 2: Student Mathematics Score Improvement (Pre/Post Intervention)

75%

60%

90%

30%

Effectiveness of existing ICT approches in facilitating

Parental and community engagement in Rwandan

Teacher Training Colleges

WhatsApp - Parents Communication

WhatsApp - Peer Learning Among

Student Teachers

WhatsApp - Math Clubs by Tutors

Limited Use of Zoom/Google

Classroom/Khan Academy

10%

20%

30%

40%

50%

60%

70%

80%

TTC A URBAN TTC B PERI-URBAN TTC C RURAL

Pre-Intervention ;

Post-Intervention

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Framework for Rwandan ICT-Based Community Engagement in Mathematics Education

The proposed Framework for ICT-Based Community Engagement in Mathematics Education is closely aligned

with Rwanda’s Vision 2050 and the Smart Education Policy, both of which aim to transform Rwanda into a

knowledge-based, digitally driven economy. These national policies emphasize equitable access to ICT, digital

literacy for all citizens, and the integration of technology in education to promote innovation, inclusion, and

lifelong learning.

The framework’s first pillar, Access, supports these goals by ensuring that mobile-friendly ICT tools and

platforms are available to teachers, parents, and communities across both urban and rural areas. This aligns with

the national commitment to bridge the digital divide and promote inclusive participation in education. The

second pillar, Training, responds directly to the Smart Education Policy’s focus on developing digital

competencies among educators. By equipping TTC tutors and student teachers with ICT skills, this pillar

empowers them to use technology effectively for teaching and for engaging parents and communities in the

learning process.The third pillar, Collaboration, reinforces the policy’s objective of fostering connected learning

ecosystems. It promotes the creation of digital spaces such as WhatsApp groups or community learning portals

where teachers, parents, and community members can share ideas, resources, and feedback on learners’ progress,

thereby strengthening collective participation in mathematics education. Finally, the Feedback pillar aligns with

Rwanda’s vision of accountable and data-driven education. Through ICT tools, schools can share real-time

information on student performance, ensuring transparency and enabling parents to actively support their

children’s learning.

Overall, this framework translates Rwanda’s Vision 2050 and Smart Education Policy aspirations into actionable

strategies that integrate ICT, community collaboration, and teacher capacity-building to enhance mathematics

education outcomes and sustain inclusive national development.

Figure 3: Proposed Framework for ICT-Enhanced Engagement

CONCLUSION

The findings of this study highlight the transformative potential of ICT in strengthening parental and community

engagement in mathematics education within TTCs. Tools like WhatsApp, Zoom, and Google Classroom not

only improved communication and collaboration among stakeholders but also contributed to measurable gains

in student performance and parental confidence. The emerging four-pillar framework centered on access,

training, collaboration, and feedback also offers a practical roadmap for integrating ICT in a way that supports

inclusive, community-driven learning environments.

Framework for

ICT Solutions

Accessible

Platforms

Online Study

Groups

Regular

Communication

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DISCUSSION

Descriptive Statistical Analysis

1. Table 1: ICT Tools Availability and Usage

The data on ICT tool availability and usage shows the following trends (Table 1)

ICT Tool

Access (%)

Regular Use for Teaching (%)

Used to Engage Community (%)

96%

82%

46%

Zoom

75%

55%

33%

Google Classroom

60%

44%

28%

Khan Academy

41%

26%

16%

WhatsApp emerges as the most frequently available tool and also the most commonly used for community

engagement. This aligns with findings in Africa where WhatsApp is widely accessible and effective for

communication in educational contexts (Gachago, 2020).

2. Effectiveness of ICT Tools in Community Engagement

To find out the effectiveness of each tool across all participants we calculated the mean and standard deviation

for each tool for all the participants. The effectiveness was rated on a scale from 1 (Not Effective) to 5 (Very

Effective). The following are the mean effectiveness ratings for each tool:

Table 2: Mean Effectiveness Ratings

ICT Tool

Mean Effectiveness Rating

Standard deviation

Number of Responses

4.7

0.03

Zoom

3.3

-0.03

Google Classroom

3.0

Khan Academy

2.8

-0.1

The mean effectiveness ratings indicate that WhatsApp (mean = 4.7) is considered the most effective tool for

community engagement, followed by Zoom (mean = 3.3), Khan Academy (mean = 3’0), and Google Classroom

(mean = 2.8). WhatsApp’s high effectiveness rating is consistent with findings that it is widely used in

developing countries for educational communication, likely due to its easy access and familiar interface

(Gachago, 2020). Zoom’s moderate rating reflects its lower usage in community engagement, potentially

because of challenges such as limited internet connectivity and access to devices (Jaggars & Xu, 2016). The

lower ratings for Google Classroom and Khan Academy suggest that although these tools are available, they are

less frequently used, possibly due to issues such as inadequate training or technological barriers (Selwyn, 2016).

Thematic Analysis

This section presents a thematic analysis of qualitative data collected through interviews and surveys, following

Braun and Clarke’s (2006) six-phase approach: (1) familiarization with the data, (2) generating initial codes, (3)

searching for themes, (4) reviewing themes, (5) defining and naming themes, and (6) producing the report. The

primary objective of this analysis is to explore how ICT tools are used in enhancing parental and community

engagement in mathematics education at Rwandan Teacher Training College. The analysis identifies five

overarching themes: Access and Availability of ICT Tools, WhatsApp as a Practical Engagement Tool, Limited

Impact of Advanced ICT Tools, Expanding community-based digital literacy training, and the Rwandan

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Structured ICT Engagement Framework. These themes are interpreted by both the literature review and the

study’s theoretical framework, which emphasizes the role of digital inclusion.

1. Access and Availability of ICT Tools

Most participants mentioned having access to at least one ICT tool, typically a smartphone. However, internet

connectivity, electricity supply, and affordability of data remained key barriers, especially in rural areas. Tools

like Zoom and Google Classroom were often available but rarely used due to these challenges. This in turn

hindered effective ICT use in parental engagement and mathematics instruction. These findings align with

Donner (2008) and Hennessy et al. (2010), who identified infrastructure gaps as major barriers in African

contexts. In Rwanda, Ndayambaje and Ngendahayo (2021) and Hakizimana (2023) also noted that hardware

availability has improved but remains uneven, particularly in TTCs outside urban areas. More so, from the

Communities of Practice lens, lack of access prevents parents and community members from moving beyond

peripheral participation.

2. WhatsApp as a Practical Engagement Tool

WhatsApp emerged as the most frequently used and effective ICT tool for facilitating parental and community

engagement, specifically for communication. Tutors used it to share updates, assignments, and messages, while

parents found it accessible and easy to use. Student teachers also used WhatsApp groups to share mathematical

information with their peers from other TTCs. This is consistent with global findings by (Bergdahl & Nouri

2020) and (Livingstone & Blum-Ross 2020), who highlighted mobile messaging apps as effective for parental

engagement. In Rwanda, Hakizimana (2023) found WhatsApp significantly improved parental involvement and

attitudes toward mathematics. This aligns with the TPACK framework, which supports the use of low-barrier

technologies that connect pedagogy and content with community realities.

3. Limited Impact of Advanced ICT Tools

Despite the introduction of tools like Zoom, Google Classroom, and Khan Academy, these platforms had

minimal effect on community engagement. Most parents lacked the skills, devices, or connectivity to access

them, and teachers reported difficulties in integrating them meaningfully. This supports African findings from

Ngware et al. (2022) and Adelabu & Adu (2022), who noted limited use of advanced digital tools for community

engagement. Locally, these findings align with (Donner, 2008) and (Hennessy et al. 2010), who identified

infrastructure gaps as major barriers in African contexts. In Rwanda, (Ndayambaje and Ngendahayo 2021) and

(Hakizimana, 2023) also noted that hardware availability has improved but remains uneven, particularly in TTCs

outside urban areas. From the Communities of Practice lens, lack of access prevents parents and community

members from moving beyond peripheral participation. More so, Munyemana & Uwamahoro (2022) observed

that ICT use in TTCs tends to be content-focused rather than engagement-oriented. This illustrates a gap in the

TPACK model, where the technological component may be present, but pedagogical and contextual

understanding is lacking.

4. Expanding community-based digital literacy training

Both tutors and parents emphasized a strong need for training in ICT use. Teachers lacked structured professional

development on digital pedagogy, while parents, especially in rural areas, reported difficulty navigating digital

platforms. This confirms findings by (UNESCO, 2015) and (Okonkwo, 2023), which stress that ICT integration

must be accompanied by skills development. In Rwanda, Hakizimana (2023) noted that limited digital literacy

among parents hinders engagement efforts. The TPACK framework underlines that teacher training must

develop holistic competencies, technological, pedagogical, and content-related. Meanwhile, Communities of

Practice theory suggests that support is needed to help parents move from peripheral to active contributors.

5. Exploring public-private partnerships

Participant also highlighted exploring public–private partnerships as another issue which can improve parental

engagement by pooling resources and expertise from both sectors. They pointed out that private partners can

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provide affordable ICT tools, internet access, and digital platforms that enable parents to monitor learners’

progress and communicate with teachers. Public institutions, in turn, can ensure equitable access, policy support,

and training for effective use. The suggestions are in line with the TPACK framework in the sense that when

public and private actors collaborate, they help educators develop technological pedagogical knowledge (TPK),

thus understanding how to use ICT to communicate learning progress, share resources, and support learners

beyond the classroom. This integration ensures that technology complements pedagogical and content

knowledge in mathematics, thus fostering informed and active parental engagement. More so from the

Communities of Practice perspective, exploring private-public partnerships create shared learning spaces where

teachers, parents, policymakers, and private stakeholders engage in continuous dialogue and knowledge

exchange. These partnerships support mutual engagement for instance, digital communication platforms or

training workshops that connect communities around mathematics learning. Such interactions strengthen

parents’ sense of belonging and collaboration in their children’s education, transforming them from passive

supporters into active members of the learning community.

6. Need for a Localized ICT Engagement Framework

Participants expressed the need for a clear, localized framework to guide ICT-based parental and community

engagement in mathematics. Teachers lacked institutional support, and practices varied widely between TTCs.

This finding drives the development of the proposed ICT-based community engagement model. Internationally,

models like Singapore’s PSM framework (Wong et al., 2021) and Finland’s Mathematics in Context (Järvelä &

Järvenoja, 2023) provide examples of structured engagement. Regionally, Kenya’s Mobile Mathematics

initiative (Ouma et al., 2022) is particularly relevant due to its mobile-first design and local contextualization.

From a theoretical view, this theme speaks directly to expanding communities of practice and embedding

technology within locally relevant pedagogical approaches.

CONCLUSION

The data revealed that WhatsApp is the most effective tool for community engagement, likely due to its ease of

use and wide accessibility. Zoom shows moderate effectiveness, with limitations like connectivity issues

affecting its use. The lower ratings for Google Classroom and Khan Academy suggest that while these tools are

available, they are not widely utilized, possibly due to training gaps and technological challenges. Overall, these

findings highlight the need for better support and infrastructure to enhance the use of ICT tools to foster parental

and community engagement in mathematics education in Rwandan Teacher Training Colleges.

Implications

The study highlights the positive impact of ICT tools in enhancing parental and community engagement in

mathematics education in Rwanda. ICT facilitates communication between teachers, parents, and the

community, leading to improved student performance and motivation. It also supports community-based

learning initiatives, extending educational opportunities beyond school hours. However, barriers like limited

access to devices, poor internet connectivity, and inadequate training still hinder the full potential of ICT.

RECOMMENDATIONS

1. Enhanced ICT Training: Provide targeted training for teachers, parents, and community members to

maximize the effective use of ICT tools in mathematics education.

2. Improved Infrastructure: Invest in better internet connectivity and affordable devices to ensure equal

access across urban and rural areas.

3. Increased Use of Effective Tools: Focus on using widely accessible, user-friendly tools like WhatsApp

to foster communication And engagement.

4. Community-Based ICT Initiatives: Encourage the creation of online study groups and community forums

to extend learning beyond the classroom.

5. Policy Support: Develop policies to prioritize ICT integration in teacher training and community

involvement to ensure sustainability and long-term benefits.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue IIIS October 2025 | Special Issue on Education

Page 8117

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