Exploring teacher and learner experiences of play-based approaches in Rwanda

Geeta Gambhir and Juliet Kyoshabire Kotonya

06 March 2024

Right to Play’s Plug-in-Play (PIP) project in Rwanda aims to enhance Science and Elementary Technology (SET) education through playful and interactive methods.

This study, conducted by the National Foundation for Educational Research (NFER) and Three Stones International (TSI), explores the implementation of learning through play with technology (LtPT) approaches in Rwandan schools.

Through interviews and focus group discussions, the study examines teachers' and learners' experiences, emerging signs of holistic skill development, and factors influencing the adoption of LtPT

Key Findings

  • Positive shifts in teaching practices towards learner-centred approaches, increased use of formative assessment, and enhanced engagement in SET lessons
  • Key teaching strategies such as group work and questioning promote collaboration, communication, and confidence among learners
  • Challenges such as limited access to technology, infrastructure issues, and language barriers persist.

Despite challenges, the LtPT approach shows promising outcomes, including improved attendance and attainment, increased interest in SET, and application of learning at home. 

Recommendations include: ongoing support for teachers; tailored professional development focusing on digital skills and inclusion; addressing time constraints; advocating for resources; and facilitating parental engagement.

The study underscores the importance of continuous support, relevant training, and addressing systemic challenges to sustain and scale up the LtPT approach, ultimately advancing SET education and holistic skill development in Rwanda.