Learning Study on Sustainability for the Plug-in-Play Project, Rwanda
21 March 2025
This report presents NFER’s learning study in collaboration with Three Stones International (TSI) which examined the sustainability of Learning through Play with Technology (LtPT) in Rwandan primary schools. LtPT is an approach in Right to Play’s Plug-in-Play (PIP) project. The project supports Rwanda’s goal of becoming a knowledge-based economy by enhancing Science and Elementary Technology (SET) education through playful and interactive methods. The study explored the extent to which LtPT practices can be sustained beyond the project’s timeline and identified factors influencing their long-term integration in schools.
Key Findings
- Teachers, headteachers and teacher trainers are committed to continuing LtPT practices: Teachers widely reported that LtPT (Learning through Play with Technology) practices enhance student engagement, classroom participation, and learning outcomes. Teachers intend to sustain these approaches beyond the project’s duration
- Support structures are crucial for long-term sustainability: Teachers, headteachers, and teacher trainers found coaching, professional learning communities, and lesson observations highly beneficial. However, ongoing professional development and resource provision are necessary for long-term sustainability.
- Resource constraints hinder full implementation: While teachers have successfully integrated hands-on, play-based activities in SET (Science and Elementary Technology) lessons, challenges remain in accessing digital resources, particularly for coding and robotics. Schools in rural areas face additional disadvantages due to infrastructure limitations.
- Cross-curricular application supports sustainability: Teachers are applying LtPT strategies beyond SET lessons, incorporating playful learning approaches into other subjects. This suggests potential for broader institutionalisation within the Rwandan curriculum.
Related Titles
Research report - Exploring teacher and learner experiences of play-based approaches in Rwanda