College of Education

Teacher Development Boosts Students' Interest in STEM

Shadrac Ntirandekura — 2026-06-24T03:10:15Z

A pathway to STEM

Rwanda's efforts to build a science- and technology-driven economy depend largely on attracting more students into STEM (Science, Technology, Engineering and Mathematics) fields. New research presented by Prof. Pheneas Nkundabakura of the University of Rwanda College of Education during Symposia 2 at ESD2026 shows that teachers play a crucial role in shaping these aspirations.

The study examined how Continuous Professional Development (CPD) influences Senior Three students' interest in choosing STEM-related subject combinations. The findings suggest that when teachers continuously improve their knowledge and teaching skills, students become more interested in science and mathematics and are more likely to consider STEM pathways.

Better teaching, greater interest

According to the research, CPD equips teachers with modern teaching methods, updated content knowledge, and learner-centered approaches that make STEM subjects more engaging. Students taught by teachers who regularly participate in professional development activities reported higher levels of interest and motivation in science and mathematics.

Interactive lessons, practical activities, and effective classroom engagement were identified as key factors that encourage learners to view STEM subjects positively. Rather than seeing science and mathematics as difficult or inaccessible, students develop confidence in their ability to succeed.

Prof. Nkundabakura's findings highlight the strong connection between teacher quality and students' academic choices, particularly at the stage when learners begin selecting subject combinations that will influence their future careers.

Supporting national goals

The research comes at a time when Rwanda is prioritizing STEM education to meet the demands of a rapidly changing economy. Increasing the number of students pursuing STEM subjects is essential for developing the skilled workforce needed in areas such as engineering, technology, healthcare, and scientific research.

The study suggests that investment in teacher professional development can have benefits that extend beyond improved classroom performance. By inspiring greater student interest in STEM, CPD contributes to national efforts to strengthen science and innovation capacity.

Investing in teachers

The presentation underscored the importance of sustained support for teachers through training, mentoring, workshops, and other professional learning opportunities. Such initiatives not only enhance teachers' effectiveness but also influence students' attitudes and educational decisions.

The message from the study is straightforward : empowering teachers can help shape the next generation of scientists, engineers, and innovators. As Rwanda continues to expand STEM education, continuous professional development may prove to be one of the most effective tools for encouraging more young people to choose STEM-related subject combinations and pursue careers in these critical fields.

Story by

Ntirandekura Schadrac
PRo, UR- College of Education

Co-Creation workshop puts persons with disabilities at the centre of data-driven inclusion

Shadrac Ntirandekura — 2026-06-20T03:59:57Z

Participants in the DDI Co-Creation Workshop display artwork symbolizing the power of co-creation in advancing accessible and inclusive disability data for evidence-based decision-making.

Reliable data is essential for shaping policies, programmes, and services that respond to the needs of communities. Yet for many persons with disabilities, the challenge is not only whether data exists, but whether it is accessible, understandable, and useful in driving meaningful change.

Addressing this challenge was the focus of a co-creation workshop held at the University of Rwanda's Gikondo Campus. Organized by the University of Rwanda College of Education's Centre for Special Needs Education in collaboration with the Disability Data Initiative (DDI), the workshop brought together disability advocates, researchers, policymakers, development partners, and representatives of Organizations of Persons with Disabilities (OPDs) to explore how disability data can better support inclusion and evidence-based decision-making.

The workshop forms part of ongoing efforts to strengthen the accessibility and usability of DDI databases, which compile disability data from publicly available national surveys and censuses. These databases serve as valuable resources for governments, researchers, disability organizations, and other stakeholders working to advance the rights and inclusion of persons with disabilities.

At the heart of the discussions was a commitment to ensuring that persons with disabilities are not merely users of data but active contributors to the design of systems and tools that shape how data is accessed and applied. Participants reflected on how disability data can strengthen advocacy, improve service delivery, support research, inform inclusive policies and programmes, and enhance accountability.

Through interactive discussions and experience-sharing sessions, participants identified priority data needs and examined both the opportunities and challenges associated with accessing and using disability data. They emphasized the importance of making data more accessible, practical, and responsive to the needs of diverse users.

Participants engage in collaborative discussions and hands-on activities aimed at improving access to disability data and strengthening its use for advocacy, research, and inclusive decision-making.

Building on these conversations, participants engaged in collaborative brainstorming and design sessions to develop practical tools and approaches aimed at increasing awareness, accessibility, and use of the Disability Data Initiative databases. The proposed solutions focused on ensuring that disability data reaches a wider audience, including policymakers, researchers, students, development partners, government institutions, and disability organizations.

The workshop attracted representatives from a wide range of institutions, highlighting the growing recognition of disability data as a powerful tool for inclusive development. Participants included representatives from the South African Medical Research Council (SAMRC), the University of Nairobi, the National Council of Persons with Disabilities (NCPD), the National Union of Disability Organizations in Rwanda (NUDOR), the Rwanda Union of the Blind (RUB), the Rwanda National Union of the Deaf (RNUD), the Rwanda Union of Little People (RULP), the Organization of Albinos in Rwanda (OIPPA), Inclusive Hub Rwanda, and other organizations committed to advancing disability inclusion.

Several key messages emerged from the workshop. Participants stressed that disability data should be accessible to all users, including persons with disabilities themselves, and that effective, user-friendly tools are needed to increase awareness and use of disability databases.

They also emphasized that persons with disabilities must remain actively involved in designing solutions that affect their lives and communities.

Above all, the workshop demonstrated the value of co-creation. By bringing together data producers, researchers, policymakers, advocates, and disability organizations, participants collectively developed ideas that respond to real user needs. As Rwanda continues to advance its commitment to inclusion, such collaborative initiatives highlight how accessible and reliable data can become a catalyst for stronger advocacy, informed decision-making, and lasting social change.

Story by

Ntirandekura Schadrac
PRO, UR-College of Education

“Our students need Competence, not just certificates” -Prof. Soboyejo urges shift from memorisation to practical skills

Shadrac Ntirandekura — 2026-06-19T13:09:00Z

Panelists share insights during discussions at Symposium 2 on “Professional Development to Classroom Practices : Strengthening Pedagogical Approaches and Support for STEM Teachers."

Education systems must move beyond memorisation and focus on developing practical competencies if learners are to thrive in a rapidly changing world, Prof. Winston Wole Soboyejo said during a virtual presentation at the 4th International Conference on Re-Shaping Education for Sustainable Development (RESD2026).

Prof. Soboyejo, President of the State University of New York Polytechnic Institute (SUNY Poly), USA, and a member of the University of Rwanda Board of Governors, delivered the presentation virtually during Symposium 2, “Professional Development to Classroom Practices : Strengthening Pedagogical Approaches and Support for STEM Teachers.” In his presentation, “Leveraging Project-Based Learning to Advance Competency-Based Curriculum Implementation,” he demonstrated how project-based learning can help education systems translate competency-based curricula into meaningful classroom practice.

He argued that simply teaching science, technology, engineering and mathematics (STEM) in classrooms is not enough to inspire students or prepare them for future careers. Instead, learners should be actively engaged in hands-on projects that encourage creativity, teamwork, critical thinking and problem-solving.

According to Prof. Soboyejo, project-based learning serves as an engine for competency-based education because it enables students to apply knowledge to real-world challenges. By engaging learners in activities such as robotics, coding, 3D printing, renewable energy projects and water filtration technologies, educators can help them develop practical skills while building confidence and curiosity.

He noted that robotics and technology-based competitions have successfully inspired young people to pursue STEM disciplines in many parts of the world. Such initiatives not only stimulate interest in science and technology but also help students develop the competencies required to address complex local and global challenges.

A central message of the presentation was that education should focus on developing competence rather than simply awarding certificates. Prof. Soboyejo stressed that future graduates must possess practical skills that enable them to contribute meaningfully to society and the economy. He therefore called for greater integration of project-based and competency-based approaches throughout the education system, from primary school to higher education.

The presentation also highlighted the importance of equipping teachers with the tools, structures and support needed to implement project-based learning effectively. Prof. Soboyejo argued that evidence-based STEM pedagogies can become scalable and sustainable only when educators receive adequate professional development and institutional support.

Drawing on examples from the Mathematics and Science for Sub-Saharan Africa (MS4SSA) initiative, he showcased how students can engage in projects related to energy, healthcare, water and sustainable materials while learning important scientific and technological concepts. Such experiences help learners understand how knowledge can be applied to solve real-world problems while fostering innovation and entrepreneurship.

The growing importance of artificial intelligence and machine learning also featured prominently in the presentation. Prof. Soboyejo urged educators to introduce these emerging technologies at an early stage so that future generations can participate effectively in the global knowledge economy and contribute to technological advancement.

Concluding his presentation, he praised Rwanda's commitment to innovation and technology adoption, citing the country's use of drone technology for medical deliveries as an example of how emerging technologies can accelerate development and improve lives. He expressed confidence that project-based learning can help nurture a generation of innovators, entrepreneurs and problem-solvers capable of driving sustainable development across Africa.

As education systems continue to evolve, Prof. Soboyejo maintained that the ultimate goal should be to equip learners not merely with qualifications, but with the competencies needed to create solutions, adapt to change and thrive in the future world of work.

Story by Ntirandekura Schadrac
PRO, UR–College of Education

RESD2026 calls for action on innovative, inclusive and resilient education

Shadrac Ntirandekura — 2026-06-18T10:05:00Z

Prof. Florien Nsanganwimana, Principal of the University of Rwanda College of Education, delivers the closing remarks at RESD2026, highlighting the importance of innovation, inclusion and resilience in shaping the future of sustainable education.

After three days of vibrant dialogue, research presentations, policy discussions and the exchange of innovative practices, the 4th International Conference on Re-Shaping Education for Sustainable Development (RESD2026) concluded with a strong call to turn ideas into action and strengthen partnerships for the future of education.

Closing the conference on behalf of the Vice Chancellor of the University of Rwanda, Prof. Florien Nsanganwimana, Principal of the College of Education, reflected on the collective achievements of participants gathered under the theme, “Building a Sustainable Future for Education through Pedagogical Innovation, Inclusion and Resilience.”

“Over the past three days, we have engaged in meaningful dialogue, shared research and project findings, explored innovative teaching practices, and reflected on the challenges and opportunities facing education systems in our countries and across the world,” he said.

Bringing together educators, researchers, policymakers, development partners and students, the conference explored how education can better respond to a rapidly changing world shaped by technological advancement, climate challenges and evolving workforce demands.

A key message that emerged throughout the conference was that educational transformation goes beyond curriculum reform. Participants emphasized the need for innovative teaching approaches, learner-centred pedagogy and inclusive practices that ensure every learner has the opportunity to succeed.

Panelists discuss innovative approaches to strengthening pedagogy and quality in higher education during Symposium 1, organised under the HEP-TED project.

Presentations and classroom experiences shared by teachers and researchers demonstrated how creative teaching methods are improving learning outcomes while fostering critical thinking, collaboration and problem-solving skills. Speakers also stressed that inclusion is not only a policy objective but a foundation for equitable and sustainable development.

Resilience emerged as another central theme, with discussions highlighting the need for education systems capable of adapting to challenges such as pandemics, climate change, conflict and rapid technological change while maintaining quality and equity.

Panelists discuss innovative strategies for strengthening STEM teaching through effective professional development and classroom support during Symposium 2, coordinated under the QBEHCD project.

The conference also showcased the power of collaboration. Government institutions including REB, HEC, RBC and the World Bank Rwanda joined universities, schools and development partners in sharing knowledge and experiences. Contributions from UNESCO, UNICEF, the British Council, the University of Aberdeen, universities from Ethiopia and other partners enriched discussions with diverse perspectives.

As the conference drew to a close, Prof. Nsanganwimana reminded participants that lasting impact would depend on what happens after the event.

“The true measure of this conference will not be the presentations delivered or the papers published, but the positive change we inspire in our schools, universities, communities and education systems,” he said.

Participants departed with new ideas, stronger partnerships and a renewed commitment to advancing education that is innovative, inclusive, resilient and sustainable.

This shared commitment was reflected in the conference's three flagship symposia, which explored complementary dimensions of educational transformation. Discussions ranged from advancing quality pedagogy in higher education through the HEP-TED project, to strengthening STEM teaching practices under the QBEHCD initiative, and promoting the wellbeing of children and adolescents through the NIHR Global Health Research Group project.

A panel discussion during Symposium 3 examines a culturally adapted whole-school mindfulness intervention aimed at promoting the wellbeing of children and adolescents across Sub-Saharan Africa under the NIHR Global Health Research Group project.

Together, the symposia underscored a central message of RESD2026 : reshaping education requires a holistic approach that connects teacher preparation, classroom practice, learner wellbeing, research and policy. By bringing together scholars, practitioners, policymakers and development partners around these priorities, the conference reinforced a common conviction that meaningful and sustainable educational change is achieved through collaboration, innovation and a shared commitment to ensuring every learner can thrive in a rapidly changing world.

Story by

NTIRANDEKURA Schadrac
PRO, UR-College of Education

Mental health is not secondary : UR leads policy dialogue on learner well-being

Shadrac Ntirandekura — 2026-05-15T18:00:09Z

Participants in the NIHR Project Endline Policy Event pose for a group photo with Dr. Raymond Ndikumana, UR DVC-SPA, at the University of Rwanda Headquarters.

At a time when mental health and psychosocial well-being are becoming increasingly important in education systems worldwide, the University of Rwanda hosted a high-level NIHR Project Endline Policy Event that brought together researchers, policymakers, education leaders, and development partners to discuss sustainable approaches to supporting children and adolescents in schools.

Held at the University of Rwanda Headquarters, the event served as a platform to reflect on research findings, lessons learned, and policy recommendations aimed at strengthening mental well-being among young people in educational settings.

Officially opening the event on behalf of the Vice-Chancellor, Dr. Raymond Ndikumana, Deputy Vice-Chancellor for Strategic Planning and Administration, delivered a thoughtful and human-centered message that placed learners' well-being at the center of education transformation efforts.

Raymond Ndikumana delivers opening remarks at the NIHR Project Endline Policy Event.

Speaking to participants, Dr. Ndikumana reminded the audience that many young people joining higher learning institutions are still adolescents navigating a critical stage of personal growth while adapting to the demands of university life.

“At the University of Rwanda, many of our newly enrolled students are 17 or 18 years old. These are still very young people who require mentorship, psychosocial support, safeguarding, and guidance as they transition into adulthood and higher education,” he said.

His remarks resonated strongly with participants as he emphasized that schools and universities should not focus solely on academic performance, but also on creating environments where learners feel safe, supported, and understood.
“Regardless of the terminology we use, the key issue is recognizing the importance of mental health and well-being,” Dr. Ndikumana added.

International partners of the University of Rwanda in the NIHR Project exchanged views with national stakeholders on advancing mental well-being support for children and adolescents in schools.

The Deputy Vice-Chancellor highlighted the importance of collaboration among universities, schools, researchers, policymakers, parents, and communities to ensure that learners receive both academic and emotional support. According to him, safe and inclusive learning environments are essential in helping young people thrive and achieve their full potential.

The policy event also demonstrated the value of international collaboration in addressing educational and psychosocial challenges. Organized in partnership with the University of Aberdeen and Addis Ababa University, the gathering brought together diverse stakeholders committed to improving mental health support systems for children and adolescents.

Throughout the discussions, participants explored how schools and higher learning institutions can integrate mental health and psychosocial support into everyday educational practice. The conversations reflected a shared understanding that supporting learners' well-being is not only a social responsibility, but also a critical investment in quality education and sustainable development.

The event further highlighted the role of research evidence in shaping effective policies and practices. Participants stressed the need for evidence-based interventions that respond to the real experiences and challenges faced by learners in schools and universities.

By the close of the opening session, Dr. Ndikumana's message had set a strong and compassionate tone for the day-one that called on education stakeholders to move beyond silence, stigma, and judgment, and instead build systems rooted in understanding, support, and inclusion.

As conversations on mental health continue to gain momentum globally, the University of Rwanda and its partners are contributing to a growing movement that recognizes learner well-being as a foundation for academic success, personal development, and a healthier society.

Story by

Ntirandekura Schadrac
UR-College of Education

UR Vice Chancellor Conveys Minister of Education's message on strengthening English proficiency

Shadrac Ntirandekura — 2026-05-14T17:01:44Z

Prof. Kayihura Muganga Didas addresses UR-CE academic and administrative staff on the importance of strengthening English language proficiency and fully embracing English as the medium of instruction in Rwanda's education system.

On 14 May 2026, the Vice Chancellor of University of Rwanda, Prof. Kayihura Muganga Didas, visited University of Rwanda - College of Education where he conveyed the Hon. Minister of Education's message on strengthening English language proficiency among educators and learners in Rwanda.

The message was delivered in two separate sessions bringing together UR-CE academic and administrative staff as well as students. The discussions focused on the importance of improving communication skills in English and fully embracing the language as the official medium of instruction in Rwanda's education system.

Addressing participants, Prof. Kayihura reminded them that Rwanda officially adopted English as the medium of instruction in 2007 and emphasized that all education stakeholders are expected to consistently comply with this policy in both academic and professional settings.

“Since 2007, Rwanda decided that English is the medium of instruction. We must therefore embrace it fully in our universities and daily professional interactions,” he said.

The Vice Chancellor encouraged staff and students to minimize the use of Kinyarwanda within the university environment and instead create a culture that promotes continuous practice of English communication.

“The university should be a space where learners are encouraged and supported to confidently use English every day. This is how fluency and confidence are built,” Prof. Kayihura emphasized.

Prof. Kayihura Muganga Didas encouraged students to confidently use English in their daily academic and social interactions, emphasizing that continuous practice is key to building fluency, confidence, and effective communication skills.

He further explained that the training programme focuses mainly on strengthening general English proficiency through an immersive and individualized learning approach. According to him, the initiative is designed to help participants improve their fluency, communication abilities, and confidence in real-life conversations rather than concentrating only on academic English.

Prof. Kayihura noted that many professionals possess strong technical and academic knowledge but still face difficulties communicating comfortably in everyday English.

“This programme is intended to help participants translate their technical knowledge into effective day-to-day communication in English,” he added.

The Vice Chancellor also highlighted the need for both staff and students to uphold the values and competencies embodied in the University of Rwanda Graduate Profile, particularly professionalism, effective communication, critical thinking, and lifelong learning, noting that strong English proficiency remains essential in achieving these qualities in both academic and professional environments.

He further noted that the initiative aligns with broader national efforts to improve the quality of education through continuous professional development programmes supported by different partners, including projects implemented with support from the World Bank and SPIU targeting both in-service and pre-service teachers across the country.

The University of Rwanda - College of Education community also welcomed Oriane Ruzibiza, Country Manager of EF Corporate Learning Rwanda, who presented an overview of the SPEAQ programme and highlighted its role in strengthening English language proficiency among staff and students through immersive and personalized learning experiences.

Oriane Ruzibiza presents an overview of the SPEAQ programme to UR-CE staff, highlighting its role in strengthening English language proficiency through immersive and personalized learning experiences.

She explained that SPEAQ focuses on building confidence and fluency in everyday communication through individualized learning pathways tailored to participants' levels and pace of learning, while supporting effective use of English in academic, professional, and social settings.

The presentation further explained that learners' progress will be continuously monitored throughout the programme, enabling participants to identify their strengths and areas requiring improvement. Regular assessments and progress reports are expected to support effective learning and encourage participants to remain actively engaged in the programme.

Upon successful completion of the required learning levels and assessments, participants will receive certifications reflecting their English proficiency achievements. These certifications are expected to contribute to professional development and strengthen communication capacity among teachers, instructors, staff, students, and other education stakeholders involved in the SPEAQ initiative.

Engaging moments during separate interactive sessions where UR-CE staff and students exchanged ideas, asked questions, and interacted with the Vice Chancellor and the EF delegation on strengthening English language proficiency through the SPEAQ programme.

During an interactive open discussion session, participants exchanged views, shared experiences, and raised questions about the implementation of tcthe programme while expressing their commitment to fully embrace the initiative as an opportunity to strengthen their English communication skills and professional effectiveness.

Story by
NTIRANDEKURA Schadrac
PRO, UR-College of Education

University of Rwanda and international partners strengthen key research outputs on learners' mental wellbeing

Shadrac Ntirandekura — 2026-05-13T19:40:51Z

Researchers engage in group discussions during the ongoing Endline engagements at the University of Rwanda Remera Campus under the project “Promoting Children's and Adolescents' Mental Wellbeing in Sub Saharan Africa (SSA)"

The ongoing Endline engagements at the University of Rwanda Remera Campus are generating important research outputs expected to strengthen future interventions on children's and adolescents' mental wellbeing in Sub Saharan Africa.

Researchers from the University of Rwanda, University of Aberdeen, and Addis Ababa University are currently working on refining datasets, validating findings, and strengthening the analytical quality of evidence generated through the school based mindfulness intervention implemented under the project.

One of the major outputs emerging from the engagements is the consolidation of qualitative and quantitative research findings into a more coherent analytical framework that can support scientific publication and future interventions. Participants are reviewing data across different study components to ensure consistency, accuracy, and stronger scientific rigor.

The sessions are also contributing to the development of advanced drafts of peer reviewed scientific manuscripts. Through collaborative technical discussions, researchers are refining interpretations, strengthening evidence presentation, and improving the overall quality of academic outputs expected from the project.

Another important output is the preparation of evidence informed recommendations and key messages that will contribute to discussions during the Policy Event scheduled for 15 May 2026 at the University of Rwanda Headquarters. Participants are identifying practical lessons and insights capable of supporting policymakers, educators, and health practitioners in strengthening mental wellbeing support systems for learners.

The engagements are further strengthening collaboration among participating institutions through joint analysis and knowledge sharing, creating a stronger foundation for future research partnerships and long term cooperation in the area of mental wellbeing research.

Participants also noted that some of the outputs and emerging discussions are expected to contribute to the International Conference on Reshaping Education for a Sustainable Future, which will be organized by the University of Rwanda College of Education from 15 to 17 June 2026 at the University of Rwanda Gikondo Campus.

As the engagements continue, expectations remain high that the refined evidence and scientific outputs will contribute to stronger and more sustainable mental wellbeing interventions for children and adolescents in Sub-Saharan Africa.

Story by
Ntirandekura Schadrac
PRO, UR-College of Education

University of Rwanda and international partners strengthen key research outputs on learners' mental wellbeing

Shadrac Ntirandekura — 2026-05-13T19:36:11Z

The ongoing Endline engagements at the University of Rwanda Remera Campus are generating important research outputs expected to strengthen future interventions and policy discussions on children's and adolescents' mental wellbeing in Sub Saharan Africa.
Researchers from the University of Rwanda, University of Aberdeen, and Addis Ababa University are currently working on refining datasets, validating findings, and strengthening the analytical quality of evidence generated through the school based mindfulness intervention implemented under the project.

One of the major outputs emerging from the engagements is the consolidation of qualitative and quantitative research findings into a more coherent analytical framework that can support both scientific publication and policy engagement. Participants are reviewing data across different study components to ensure consistency, accuracy, and stronger scientific rigor.

Another important output is the preparation of evidence informed policy messages and practical recommendations that will guide discussions during the upcoming Policy Event scheduled for 15 May 2026 at the University of Rwanda Headquarters. Participants are identifying key lessons capable of informing education and mental wellbeing support systems for learners.

The engagements are further strengthening collaboration among participating institutions through joint analysis and knowledge sharing, creating a stronger foundation for future research partnerships and sustainable mental wellbeing interventions across the region.

University of Rwanda and international partners strengthen key research outputs on learners' mental wellbeing

Shadrac Ntirandekura — 2026-05-13T19:29:11Z

Researchers engage in group discussions during the ongoing Endline engagements at the University of Rwanda Remera Campus under the project “Promoting Children's and Adolescents' Mental Wellbeing in Sub-Saharan Africa."

The ongoing Endline engagements at the University of Rwanda Remera Campus under the project “Promoting Children's and Adolescents' Mental Wellbeing in Sub Saharan Africa (SSA)” are generating important research outputs expected to strengthen future interventions supporting children's and adolescents' mental wellbeing across the region.

Researchers from the University of Rwanda, University of Aberdeen, and Addis Ababa University are working on refining datasets, validating findings, and strengthening the analytical quality of evidence generated through the school based mindfulness intervention implemented under the project.

One of the major outputs emerging from the engagements is the consolidation of qualitative and quantitative findings into a stronger analytical framework capable of supporting scientific publication and future interventions. Participants are reviewing data across different study components to ensure consistency, accuracy, and improved scientific rigor.

The sessions are also contributing to the preparation of advanced drafts of peer reviewed scientific manuscripts. Through collaborative technical discussions, researchers are refining interpretations, strengthening evidence presentation, and improving the overall quality of academic outputs expected from the project.

Another important output is the preparation of evidence informed recommendations and key messages expected to contribute to discussions during the Policy Event scheduled for 15 May 2026 at the University of Rwanda Headquarters. Participants are identifying practical lessons capable of supporting policymakers, educators, and health practitioners in strengthening mental wellbeing support systems for learners.

Some of the emerging outputs are also expected to contribute to discussions during the International Conference on Reshaping Education for a Sustainable Future, scheduled from 15 to 17 June 2026 at the University of Rwanda -Gikondo Campus.

Story by

Ntirandekura Schadrac
PRO, UR-College of Education

University of Rwanda advances research on learners' mental wellbeing through Endline Workshops

Shadrac Ntirandekura — 2026-05-11T15:04:14Z

Participants in the Endline Workshops on children's and adolescents' mental wellbeing pose for a group photo at the University of Rwanda-Remera Campus, Kigali.

The University of Rwanda is hosting Endline Workshops from 11 to 14 May 2026 at its Remera Campus in Kigali, bringing together researchers, trainers, and practitioners committed to advancing the mental wellbeing of children and adolescents in Sub-Saharan Africa.

The workshops are part of the project “Promoting Children's and Adolescents' Mental Wellbeing in Sub-Saharan Africa (SSA),” an initiative funded by the National Institute for Health and Care Research and implemented in partnership with University of Aberdeen and Addis Ababa University. In Rwanda, the project is jointly led by the University of Rwanda - College of Education and the University of Rwanda - College of Medicine and Health Sciences.

The initiative focuses on the development, implementation, and evaluation of a school-based mindfulness intervention designed to improve the mental wellbeing of children and adolescents. Through collaboration among experts in education, health sciences, and applied research, the project seeks to generate evidence-based approaches that respond to the growing need for mental health support among learners.

The workshops were officially opened by Prof. Wenceslas Nzabalirwa, Principal Investigator and Country Lead of the project, who welcomed participants and emphasized the importance of collaboration, commitment, and teamwork throughout the workshop sessions.

In his opening remarks, Prof. Nzabalirwa noted that the workshops bring together trainers and researchers working across different components of the project, creating an opportunity to strengthen coordination and deepen collaboration among participating teams.

He reminded participants that the workshops are part of a broader series of activities under the project, including a Policy Event scheduled for 15 May 2026 at the University of Rwanda Headquarters, as well as the International Conference on Re-shaping Education for a Sustainable Future, which is being organized by the University of Rwanda–College of Education and will take place from 15 to 17 June 2026 at the University of Rwanda-Gikondo Campus.

Prof. Wenceslas Nzabalirwa delivers opening remarks during the Endline Workshops at the University of Rwanda Remera Campus.

He encouraged participants to work closely together in preparing quality presentations, scientific outputs, and recommendations that will contribute meaningfully to both events. He further stressed the importance of maintaining commitment, collaboration, and focus in order to achieve impactful and productive results from the project.

The Endline Workshops have brought together principal investigators, researchers, and practitioners from Rwanda and partner institutions. Designed as interactive working sessions, the workshops provide participants with an opportunity to critically examine research findings and strengthen the scientific rigor of the project outputs.

Throughout the four-day engagement, participants are conducting detailed analyses of qualitative and quantitative data, reviewing health economics evaluations, and engaging in interdisciplinary discussions aimed at refining the project's analytical framework. The sessions are also supporting the preparation of scientific manuscripts and the consolidation of evidence generated through the intervention.

As mental health continues to emerge as a critical issue affecting learners across the region, the workshops reflect the growing role of universities and research institutions in generating practical, research-informed solutions to societal challenges. By linking research, practice, and policy, the University of Rwanda continues to strengthen its contribution to advancing the wellbeing of children and adolescents in Rwanda and beyond.

Story by

NTIRANDEKURA Schadrac
PRO, UR-College of Education