The present study which focuses on the use of Information and Communication Technology for Teaching (ICT) by trainee teachers of Biology and Life and earth sciences in secondary schools in the city of Bunia (DR Congo), is a study relating to biology teaching and Life and earth sciences. The latter aims to examine the use of ICT by trainee teachers of Biology and Life and earth sciences during the final cycle of study. The result obtained shows that trainee teachers (51%) do not know the ICT adapted to the teaching of Biology and Life and earth sciences, they do not use certain websites which can help students with self-learning, and the most Some of the tools relating to ICT, notably digital manuals, tutorials, online learning platforms, digital spaces, interactive or touchscreen tablets and IWBs are not used by trainee teachers of Biology and Life and earth sciences. The major constraints in the use of TICE are educational and material. Trainee teachers are not sufficiently trained in the use of ICT but also trainee schools are under-equipped and lack the necessary tools. We recommend that teachers of biology teaching and Life and earth sciences restructure the content of their teaching units and provide modules related to the use of ICT.

In D.R. Congo, environmental degradation remains visible even though the primary school curriculum includes Environmental Education (EE) as a subject to be taught to school children. This situation worries the educational actors and shows that primary school teachers do not positively influence their pupils to become national actors of environmental protection. The aim of this study is to explore the didactic strategies that teachers use in teaching Environmental Education in the final grade of primary school. It was conducted in the city of Bunia, in the province of Ituri, a region rich in natural resources. According to the main findings, 68.5% of the teachers still use traditional methods during environmental education lessons, 96.8% of the teachers do not apply the approaches and strategies of Environmental Education and Sustainable Development (EESD Strategies) in their respective lessons, 85.7% of the teachers plan the content of the curriculum to be taught according to the vertical plan, 89.5% of the teachers apply the objective approach while neglecting the competency-based approaches. The seniority of the teachers and the management regime influence their didactic strategies. The constraints noted are pedagogical, material and administrative. In order for teachers to improve their didactic strategies, they will have to undergo continuous training in the didactics of Environmental Education and Sustainable Development in the professional environment.