[ Les Défis majeurs liés aux Dirigeants des écoles à l’intégration des Technologies de l’Information et de la Communication (TIC) dans les écoles secondaires en milieu rural de Territoire de Tshilenge (RDC) ]
Volume 47, Issue 4, February 2026, Pages 733–742
Bertrand Mulumba Kayembe1, Sammy Muya Mulumba2, Tshilongo Mbemba Betsaleel3, Tshilumba Mpanga Jean Claude4, Eddy Mpoyi Kanyinda5, and Kibambe Maole Louis6
1 Institut Supérieur Pédagogique de Lukalaba (ISP, LUKALABA), RD Congo
2 Institut Supérieur Pédagogique de Kabeya Kamuanga (ISP, KABEYA KAMUANGA), RD Congo
3 Doctorant en Didactique de Physique, Institut Supérieur des Techniques Informatiques et Appliquées de MBUJIMAYI, RD Congo
4 Institut supérieur Pédagogique de Kalanda (ISP/KATANDA), RD Congo
5 Institut Supérieur Technique Médicale de Tshilenge (ISTM, TSHILENGE), RD Congo
6 Institut supérieur des techniques Informatiques appliquées de MBUJIMAYI (ISTIA/MBM), RD Congo
Original language: French
Copyright © 2026 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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.
Author Keywords: integration of ICT, challenges, school leader.
Volume 47, Issue 4, February 2026, Pages 733–742
Bertrand Mulumba Kayembe1, Sammy Muya Mulumba2, Tshilongo Mbemba Betsaleel3, Tshilumba Mpanga Jean Claude4, Eddy Mpoyi Kanyinda5, and Kibambe Maole Louis6
1 Institut Supérieur Pédagogique de Lukalaba (ISP, LUKALABA), RD Congo
2 Institut Supérieur Pédagogique de Kabeya Kamuanga (ISP, KABEYA KAMUANGA), RD Congo
3 Doctorant en Didactique de Physique, Institut Supérieur des Techniques Informatiques et Appliquées de MBUJIMAYI, RD Congo
4 Institut supérieur Pédagogique de Kalanda (ISP/KATANDA), RD Congo
5 Institut Supérieur Technique Médicale de Tshilenge (ISTM, TSHILENGE), RD Congo
6 Institut supérieur des techniques Informatiques appliquées de MBUJIMAYI (ISTIA/MBM), RD Congo
Original language: French
Copyright © 2026 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
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.
Author Keywords: integration of ICT, challenges, school leader.
Abstract: (french)
Notre recherche menée dans la contré rurale de Territoire de Tshilenge dans une période allant du 15/03 au 15/05/2024, portée sur « Les Défis majeurs liés aux Dirigeants des écoles à l’intégration des Technologies de l’Information et de la Communication (TIC) dans les écoles secondaires en milieu rural de Tshilenge » et s’est assigné l’objectif d’identifier les défis majeurs de l’intégration de TIC dans les écoles secondaires de Territoire de Tshilenge. Quant à l’approche méthodologique, nous avons utilisé la méthode enquête couplée aux techniques: Interview, Dialogue, Observation participative, Documentaire et d’analyse statistique au moyen du logiciel SPSS. Les résultats émanant des enquêtes ont prouvé que: l’insuffisance de nombre d’heures prévu pour le cours d’informatique, la sous qualification des Enseignants affectés pour dispenser le cours d’informatique, l’inexistence de manuels et de matériels d’informatiques, le non suivi des Enseignants par les Dirigeants lors de prestation de cours d’informatique, le non-respect de méthode pédagogique dans le cours d’informatique constituent les défis majeurs liés aux dirigeants des écoles secondaires dans l’intégration des TIC en milieu rural du Territoire de Tshilenge. Il s’avère également souhaitable dans l’avenir d’étendre nos enquêtes a d’autres catégories d’écoles notamment les écoles primaires et institutions d’enseignement supérieur et universitaire à travers d’autres sites du Territoire de Tshilenge afin d’apporter un complément d’information a notre recherche.
Author Keywords: intégration, TIC, défis, dirigeants, écoles secondaires.
How to Cite this Article
Bertrand Mulumba Kayembe, Sammy Muya Mulumba, Tshilongo Mbemba Betsaleel, Tshilumba Mpanga Jean Claude, Eddy Mpoyi Kanyinda, and Kibambe Maole Louis, “Major Challenges Related to School Leaders in Integrating Information and Communication Technologies (ICT) in Secondary Schools in Rural Areas of Tshilenge Territory (DRC),” International Journal of Innovation and Applied Studies, vol. 47, no. 4, pp. 733–742, February 2026.
