Title: The Impact of Continuing Teacher Training on the Integration of ICT in Secondary Education in the DRC: The Case of the Mbuji-Mayi 2 Sub-Division
Authors: ILUNGA KIFEMBE Corneille.
Volume: 9
Issue: 8
Pages: 11-26
Publication Date: 2025/08/28
Abstract:
: This study examines the impact of continuous professional development on the integration of Information and Communication Technologies (ICT) in secondary education in the Democratic Republic of Congo, focusing on the Mbuji-Mayi 2 Sub-Division. Using a mixed-methods approach-combining literature review, questionnaires, and semi-structured interviews-the findings reveal that 74% of teachers have never received structured ICT training, while 82% report lacking basic infrastructure (electricity, internet, equipment) in their schools. Despite these challenges, 88% of teachers express a positive attitude toward integrating ICT, but struggle to do so effectively due to the absence of a modular and progressive training plan. The study proposes a five-module professional development framework (basic tools, pedagogical integration, digital resource design, online assessment, and pedagogical innovation in constrained contexts), supported by systematic mentoring and peer collaboration. Results confirm that continuous, context-sensitive training is a key driver of sustainable pedagogical transformation in Congolese education, provided it is accessible, locally relevant, and institutionally supported.