Our research conducted in the rural area of Tshilenge Territory from 03/15 to 05/15/2024, focused on «Major Challenges Related to School Leaders in Integrating Information and Communication Technologies (ICT) in Secondary Schools in Rural Tshilenge» and aimed to identify the major challenges of integrating ICT in secondary schools in Tshilenge Territory. As for the methodological approach, we used the survey method coupled with the techniques: Interview, Dialog, Participatory observation, Documentary, and statistical analysis using SPSS software. The results from the surveys proved that: the insufficient number of hours allocated for the computer course, the under-qualification of teachers assigned to teach the computer course, the lack of computer manuals and materials, the lack of monitoring of teachers by school administrators during computer course delivery, and the non-compliance with pedagogical methods in the computer course constitute the major challenges related to secondary school administrators in the integration of ICT in rural areas of Tshilenge Territory. It also seems desirable in the future to extend our surveys to other categories of schools, notably primary schools and higher and university education institutions across other sites in the Tshilenge Territory, in order to provide additional information to our research.

Following the integration of the situational approach (APS) in DRC education system, a study was Undertaken in pilot secondary schools in city of MBUJIMAYI. The objectives of this study were to verify compliance with thé standards of this new paradigm among science teachers, to identify the difficulties encountered in the effective implementation of this new reform as well as the methods used by teachers in their teaching - learning. To do this, a CAP survey was carried out among 54 secondary schools teachers, in order to situate them in relation to APS, in particular APS training, the use of the evaluation grid, thé use of the correction grid, the questioning method used in the evaluation of their learners as well as the use of DAS observation grid by their heads of establishment. We were guided in our research by techniques such as analysis, interview and observation. Problem-situations are used by science teachers in the assessment at an insufficient rate (16,5 %, or 205 cases out of 1246 semester exam questions collected and analyzed), while the items were used at 83,5 % (1041 questions out of 1246 collected). More than 75 % of study perfects are notre trained in APS, more than 75 % of science teachers do not provide any methological information on the teaching sheet and use untimed essential knowledge frameworks. Severals efforts remain to be made in order to consolidate this new educational approach.