Digitalization has become a significant factor in educational practices across urban areas of Africa, including Niger. A mixed-methods approach was employed, combining a quantitative survey with qualitative interviews. The sample included teachers and students from urban schools across Niger. The findings indicate that while 85% of the surveyed institutions reported increased access to digital resources, only 40% of teachers felt adequately trained in using these tools effectively, highlighting a significant gap between resource availability and skill application. Despite challenges related to teacher training, there is clear evidence of growing reliance on digital technologies within urban Niger's educational landscape, suggesting the need for targeted support programmes. Recommendations include developing comprehensive professional development programmes for teachers in digital literacy, integrating technology into curriculum design at all levels, and fostering community partnerships that can provide additional resources and support to schools.
Salehou Traoré (Wed,) studied this question.