Solar lighting systems have been deployed in schools to improve learning environments, but their impact on academic performance remains underexplored, particularly in African contexts. A qualitative research design was employed, involving semi-structured interviews and focus groups conducted with students, teachers, and parents in four selected villages where solar lighting systems were installed nine months prior. Students reported increased participation in evening study sessions under the new lighting conditions, correlating with a perceived improvement in their academic performance. Parents noted enhanced school attendance among children who previously avoided night classes due to lack of light at home. The findings suggest that solar lighting systems can positively influence students' educational engagement and outcomes when implemented effectively in rural settings. Future studies should explore the sustainability of these interventions, while policymakers may consider integrating such technologies into broader education reform strategies.
Benaissa et al. (2001) studied this question.