Individual Support and the Quality of Digital Education at ULPGL-Goma, Democratic Republic of the Congo (DRC)
TL;DR
It is concluded that whilst the potential of individualised digital support is widely recognised and experienced by teachers, its optimal implementation is hampered by systemic barriers and calls for a strengthened institutional approach, combining investment in infrastructure, tailored training programmes and the promotion of resilient teaching strategies, to realise the promise of inclusive, high-quality digital education in resource-constrained contexts.
Abstract
This research explores the perceptions of lecturers at the Université Libre des Pays des Grands Lacs (ULPGL) in Goma, Democratic Republic of the Congo, regarding individual support for learners in a digital learning context. Faced with major structural challenges, such as a surge in student numbers and limited infrastructure, the study seeks to understand how lecturers conceptualise, implement and perceive the effectiveness of this personalised digital support. A qualitative methodology, based on semi-structured interviews with three lecturers from different disciplines and on thematic content analysis, was employed. The findings are organised around three main themes. Firstly, lecturers view digitalised individual support as a profound transformation of their teaching practice, shifting from transmissive methods to active and inclusive approaches, and redefining their role as that of a facilitator. Secondly, they perceive its contribution as highly positive, noting improved student engagement, more effective feedback and the development of digital skills, thanks to a resilient hybrid pedagogy. Thirdly, major obstacles persist, notably critical infrastructure constraints (power cuts, poor connectivity) and a lack of training for both teachers and students. The study concludes that whilst the potential of individualised digital support is widely recognised and experienced by teachers, its optimal implementation is hampered by systemic barriers. It therefore calls for a strengthened institutional approach, combining investment in infrastructure, tailored training programmes and the promotion of resilient teaching strategies, in order to realise the promise of inclusive, high-quality digital education in resource-constrained contexts. Keywords: Individualised support, digital education, teachers’ perceptions. Received Date: June 19, 2026 Accepted Date: July 10, 2026 Published Date: August 01, 2026 Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/845