Examining teacher educators’ technological proficiency and barriers to ICT integration in pre-service teacher education in Rwanda

Information and Communication Technology (ICT) integration is a key driver of pedagogical modernization worldwide. However, despite national digital transformation efforts, ICT adoption in teacher education remains limited across sub-Saharan Africa, including Rwanda. This study investigated ICT proficiency among Rwandan pre-service teacher educators, identified integration challenges and proposed strategic interventions. A mixed-methods approach involved 335 teacher educators from Teacher Training Colleges (TTCs) who completed structured questionnaires, complemented by interviews and classroom observations. Quantitative data were analyzed using descriptive statistics, ANOVA and MANOVA, while qualitative data underwent thematic analysis. ANOVA results revealed significant age differences in Foundational ICT Knowledge [F(2,332)=3.83, p=0.023, partial η²=0.023], Knowledge of ICT Integration in Teaching and Learning [F(2,332)=5.30, p=0.005, partial η²=0.031] and Knowledge of ICT Use in Assessment [F(2,332)=3.82, p=0.023, partial η²=0.022]. Despite reporting high levels of ICT proficiency, teacher educators' actual classroom implementation remains significantly constrained by unreliable internet connectivity, inconsistent electricity supply, and limited time for lesson preparation and integration. Targeted training, adequate access to digital resources, and institutional support are critical for improving teacher ICT proficiency. The study contributes to closing gaps in ICT integration literature in developing countries and recommends infrastructure improvement, workload management, government-led training, curriculum digitalization, peer collaboration and continuous professional development.