AFRICAN JOURNAL OF BUSINESS, ECONOMICS AND INDUSTRY (AJOBEI)

EDUCATIONAL TECHNOLOGY IS NOT A LUXURY IN THE 21ST CENTURY, IT IS A NECESSITY.

V.A. Nyamundundu , H Biningu — Mon, 26 Oct 2026 11:33:34 +0100

Educational technology is no longer a luxury, but an important component of the 21st century education system. Modern societies have hinged their socio-political and economic development on technology.
This has made use of technology in teaching and learning processes indispensable. Thus, there is need for both teachers and learners to access educational technology to support teaching and learning, improve access to quality education and make learning more inclusive and effective. Many African countries, including Rwanda, are investing in educational technology to modernize their education systems and align their human resource development to National economic demands. However, the question is; to what extent is educational technology being employed by teachers in the classroom. This study investigated the extent to which teachers in Rwandan Teacher Training Colleges use educational technology in the teaching and learning processes. The study employed case study approach at TTC Gacuba II. Qualitative desktop research approach was used. Results highlight the need for use of educational technology in the teaching and learning processes.

HOW CAN DIGITAL EQUITY INITIATIVES ADDRESS GENDER DISPARITIES IN ACCESS TO TECHNOLOGY AND KNOWLEDGE?

A.V. Nyamundundu — Mon, 26 Oct 2026 11:41:39 +0100

Persistent gender disparities in access to technology and knowledge remain a critical barrier to achieving inclusive participation in the digital age. While global initiatives have increasingly emphasized digital
equity as a cornerstone of sustainable development, the uneven distribution of technological resources continues to enable existing social disparities. This study interrogates how digital equity initiatives can
be strategically designed to address gender disparities, situating the discussion within broader debates on social inclusion, post- colonial contexts and educational leadership. Drawing on intersectional
perspectives, the analysis foregrounds the ways in which gender interacts with socio-economic status, geography, and cultural norms to shape unequal opportunities in digital ecosystems. The study
examines structural challenges such as affordability, infrastructure gaps, and policy gaps, alongside cultural barriers including gender stereotypes and limited representation in digital spaces. It highlights
promising strategies, including targeted digital literacy programs, inclusive curriculum design, and gender-sensitive policy frameworks that prioritize inclusion of marginalized voices. Particular attention
is paid to the role of educational institutions and leadership models in embedding equity principles into digital transformation agendas. The discussion also considers how sustainability frameworks, notably
the Sustainable Development Goals (SDGs), provide normative anchors for integrating gender equity into digital inclusion policies. By moving beyond access to encompass agency, empowerment, and
redistribution of knowledge, digital equity initiatives can challenge entrenched biases and foster meaningful participation. Ultimately, there is need for systemic approaches that combine technological
innovation with critical pedagogy and policy reform, ensuring that digital transformation contributes to Both Gender Justice and Broader Social Inclusion.

EFFECT OF THE SCOPE OF THE INFORMATION LITERACY CURRICULUM ON ACADEMIC PERFORMANCE AMONG UNIVERSITY STUDENTS IN THE NAIROBI METROPOLITAN AREA

admin admin; Masinza F.L., Juma I.,Lagat G., Malanga K.N.

A comprehensive information literacy curriculum should enable university students to identify information needs, retrieve relevant resources, evaluate credibility, cite evidence correctly and use information ethically. This study evaluated the effect of the scope of information literacy curriculum on academic performance among university students in the Nairobi Metropolitan Area. The study adopted a positivist orientation and a concurrent triangulation mixed-methods design embedded in a descriptive survey. The target population comprised approximately 142,000 undergraduate students, nine university librarians and nine academic registrars from nine public and private universities. A student sample of 399 was obtained by systematic simple random sampling, and a purposive census was used to obtain all 18 key informants. Questionnaires, interview and document reviews were used for data collection. Thirty-five of the 305 usable student responses were obtained, representing 76.4% of the students. Reliability of the curriculum-scope scale was good, with Cronbach's alpha = 0.942; the construct validity was good, with an average loading of 0.860 and a minimum loading of 0.749; the sampling adequacy of the scale was very good, with KMO = 0.889. The range of competency for students' awareness of a formal information literacy curriculum was 8.5% (3.87 to 4.10). There was weak but significant correlation between curriculum scope and academic performance (r = 0.127, p =.026). Regression model was significant, F(1, 303) = 4.990, p = .026, and accounted for only 1.6% of the variance in performance. Academic performance increased by 0.213 units for every one-unit increase in scope of curriculum, with a beta coefficient of 0.127 and a p of .026. Curriculum breadth is necessary but insufficient; thus practical delivery, visibility, disciplinary integration and assessment determine whether information literacy content improves performance.

INFLUENCE OF COMPLIANCE WITH CUE STANDARD NO. LIBR/STD/10 ON ACADEMIC PERFORMANCE AMONG UNIVERSITY STUDENTS IN THE NAIROBI METROPOLITAN AREA

Masinza F.L.,, Juma I., Lagat G., Malanga K. N.

Information literacy standards provide an institutional mechanism for ensuring that university students acquire the competencies required to locate, evaluate and ethically use information. This study
examined the effect of compliance with Commission for University Education Standard No.LIBR/STD/10 on academic performance among university students in the Nairobi Metropolitan area.
A positivist orientation and concurrent triangulation mixed-methods design embedded in a descriptive survey was adopted. The target population comprised approximately 142,000 undergraduate students,
nine university librarians and nine academic registrars from nine public and private universities. Systematic simple random sampling produced a student sample of 399, while all 18 key informants were
included through a purposive census. Data was collected using questionnaires, interviews, curriculum review and document review. Of the 399 questionnaires, 305 were usable, representing a 76.4%
response rate. The compliance scale demonstrated excellent reliability (Cronbach's alpha = 0.907), strong construct validity (average loading = 0.854; minimum loading = 0.802) and adequate sampling
adequacy (KMO = 0.742). Students generally perceived considerable compliance, with item means ranging from 3.25 to 3.86. Compliance had a very strong positive correlation with academic performance
(r = 0.921, p < .001). The reported regression model was significant (F = 2027.291, p < .001), with R²= 0.849 and a positive coefficient (B = 0.867, beta = 0.933, p < .001). The null hypothesis was rejected.
Institutional compliance, particularly curriculum integration, policy implementation and librarian Supported instruction, is strongly associated with academic performance. Universities should
institutionalize the standards, monitor implementation and resource information literacy as a core academic function.