Influence of Information Communication and Technology Planning Programs on Learners’ Academic Performance in Primary Schools in Rwanda Equip Rubavu District

Background: Rwanda has made substantial investments in Information and Communication Technology (ICT) integration in education through the Rwanda Education Quality Improvement Programme (Rwanda EQUIP). Despite these investments, learner academic performance in many public primary schools remains below expected standards, raising questions about the translational effectiveness of ICT planning into learning outcomes. Objective: This study investigated the influence of ICT planning programmes on learners' academic performance in Rwanda EQUIP-supported public primary schools in Rubavu District, Rwanda. Methods: A descriptive survey design employing mixed methods was adopted. The target population comprised 1,646 respondents (46 headteachers and 1,600 teachers); 322 participants were sampled using Taro Yamane's formula. Data were collected through structured questionnaires, semi-structured interviews, document review, and observation. Quantitative data were analysed using SPSS (descriptive statistics, Pearson correlation, simple linear regression); qualitative data were analysed thematically. Results: All four ICT planning dimensions—infrastructure access (R² = 0.420, β = 0.648, p < 0.001), teacher ICT training and competency (R² = 0.434, β = 0.659, p < 0.001), telephone use in teaching and learning (R² = 0.389, β = 0.624, p < 0.001), and curriculum integration of ICT (R² = 0.450, β = 0.671, p < 0.001)—significantly and positively predicted learners' academic performance. Curriculum integration emerged as the strongest predictor. Conclusion: Rwanda EQUIP's ICT planning programmes significantly enhance learner academic outcomes when infrastructure, teacher capacity, mobile technology, and curriculum alignment are comprehensively implemented. Sustained investment in all four dimensions is recommended to maximise educational gains.