• Mr. Jean Aime Rukiriza
• Dr. Andala O. Hesbon

Abstract: Background: The integration of technology has notably enhanced traditional teaching and learning methods, presenting new challenges in education. The Rwandan Education Sector Strategic Plan 2018–2024 emphasizes promoting ICT to improve education quality at all levels. The United Nations' 70th General Assembly established 17 Sustainable Development Goals (SDGs) in 2015, with the fourth SDG aiming to ensure inclusive, equitable quality education and promote lifelong learning for all. This study aimed to examine the impact of emerging challenges on Rwandan students' academic performance. It specifically sought to assess the effects of technology integration, blended and online learning, and equity and inclusion on academic outcomes. Methods and Materials: The research employed a descriptive survey combining quantitative and qualitative methods. The target population included three stakeholders from 42 public secondary schools in Gasabo District, totaling 126 participants, with a sample size of 96 determined using Slovin's formula. Purposive sampling methods were used to gather both primary and secondary data. Primary data was collected via questionnaires, while secondary data comprised academic articles, government publications, and ministry reports. Data analysis was performed using SPSS version 25. Qualitative data from interviews and open-ended survey responses were analyzed thematically, with data coded to identify key concepts. Quantitative data from closed-ended survey questions were analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations. Results: Triangulation of qualitative and quantitative data enhanced the validity of the findings. The regression model analysis revealed significant positive impacts of technology integration (β = 0.678, p < 0.001), online and blended learning (β = 0.160, p = 0.021), and teacher professional development (β = 0.266, p < 0.001) on academic performance. Equity and inclusion, while positive (β = 0.133), did not achieve statistical significance (p = 0.063), indicating the need for further investigation. Conclusion: The study underscores the importance of technology integration and teacher professional development in improving academic performance. It recommends implementing robust professional development programs tailored to teachers' needs and enhancing technology use in educational settings to boost student outcomes.

Key words: Emerging Issues, Education, Students Academic Performance, Public Secondary Schools, Gasabo District, Rwanda.

"Effects of Emerging Issues In Education On Students Academic Performance In Rwanda A Case of Public Secondary Schools In Gasabo District", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 9, page no.e599-e612, September-2024, Available :http://www.jetir.org/papers/JETIR2409475.pdf

"Effects of Emerging Issues In Education On Students Academic Performance In Rwanda A Case of Public Secondary Schools In Gasabo District", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 9, page no. ppe599-e612, September-2024, Available at : http://www.jetir.org/papers/JETIR2409475.pdf