Onesme Niyibizi
2025 VOL. 12, No. 2
Abstract: This study explored how integrating e-learning tools, specifically free ‘Google Workspace for Education’ tools, enhances teaching proficiency and student engagement in the digital age within Rwandan secondary schools. By employing a phenomenological approach, interviews were conducted with 166 secondary teachers from four purposefully selected secondary schools in Rwanda. The research found that while nearly 95% of teachers were aware of Google tools and 98% regularly used Google Classroom, a significant number (40%) underutilised other features like Google Forms and Sheets. Over 90% of the teachers surveyed reported benefits, such as improved collaboration and student engagement, but over 75% also cited barriers including limited access to digital facilities and insufficient training, with 60% expressing concerns about internet and device access. Pedagogical approaches varied, with roughly 50% of the teachers shifting towards student-centered methods. Strong qualitative evidence from over 85% of the teachers indicated increased student engagement and participation. The findings highlight the critical need for comprehensive professional development and improved infrastructure to maximise the effectiveness and sustainability of e-learning tool integration in education.
Keywords: Digital Age, e-learning tools, optimising, pedagogical proficiency
Technology has transformed almost every element of our lives in the digital age, including education. Teachers now have exceptional opportunities to improve their teaching skills and engage students in different ways thanks to the introduction of e-learning tools. Of these resources, the free Google Workspace for Education tools are particularly helpful because they give teachers an additional suite of options for developing engaging and dynamic learning environments (Nugraha et al., 2023). This study involved 166 Rwandan secondary teachers with at least three years of experience and basic technology skills, to whom interviews were addressed in order to investigate the integration of free Google Workspace for Education tools into e-learning, and particularly how the tools were applied to enhance teaching capacity and student success. In an effort to improve teaching proficiency with e-learning, free Google Workspace for Education tools were implemented. Google Classroom, Google Docs, Google Sheets, and Google Slides offered an accessible and integrated platform that modernised collaboration, communication, and resource management, enabling teachers to create more engaging and personalised learning practices with real-time feedback.
Teachers should adjust to new pedagogical approaches as digital changes gradually alter traditional teaching methods (Bastola et al., 2024). With the help of numerous digital platforms, e-learning tools have emerged as a significant advancement that allows teachers to transcend geographic borders and accommodate different learning preferences. Nevertheless, the influences of e-learning links on teachers’ ability to use digital tools have been providing interesting content and promoting meaningful interactions (Mutiarasari et al., 2024). Google Classroom, Docs, Slides, Spreadsheets, and Forms are just a few of the free Google Workspace for Education tools that give teachers a full range of resources to update teaching methods and encourage group projects (Nugraha et al., 2023).
Although e-learning tools have become increasingly widespread, many teachers find it challenging to utilise them effectively Although e-learning tools have become increasingly widespread, many teachers find it challenging to utilise them effectively in the first place, with less-than-ideal learning outcomes and reduced student engagement (Nizami et al., 2023). The lack of proficiency in integrating technology into teaching practices poses a significant challenge, delaying teachers from maximising the benefits of digital tools. Additionally, disparities in access to technology among students intensify the issue, further spreading the digital divide and hindering educational equity. Addressing these challenges requires a rigorous effort to equip teachers with the necessary skills and knowledge to effectively utilise free Google Workspace for Education tools and other digital resources in e-learning environments.
Previous studies have broadly explored the integration of free Google Workspace for Education tools in effective e-learning, particularly in enhancing teaching and learning proficiency in the digital age. Research by Sari et al. (2021) highlighted the transformative influence of Google Classroom, Docs, Slides, Spreadsheets, and Forms on educational practices. These tools provide essential features that enhance collaborative learning, enable personalised instruction, and simplify assessment processes.
Studies have investigated the impact of Google Classroom on teaching and learning dynamics, highlighting its role in creating a central digital pivot for course materials, assignments, and communication (Sari et al., 2021; Nugraha et al., 2023). Studies have shown that Google Classroom enhances student engagement by integrating with other tools, which raise active participation levels and improve knowledge retention (Sombria et al., 2023; Mutiarasari et al., 2024; Umroh et al., 2024).
The effectiveness of Google Docs as a collaborative writing tool has been widely studied, with research indicating its capacity to enhance students’ writing skills, peer collaboration, and feedback. Scholars have explored various pedagogical approaches for integrating Google Docs into writing instruction, highlighting its potential for promoting critical thinking, creativity, and digital literacy competencies (Ebadi & Rahimi, 2019).
Google Slides has been a valuable tool for creating dynamic and interactive learning materials. Previous studies examined its role in supportive visual communication, storytelling, and information distribution in various educational contexts. Researchers have also explored strategies for incorporating multimedia elements, such as images, videos, and audio recordings, to enhance the effectiveness of Google Slides presentations (Peng et al., 2021). Google Spreadsheets have been investigated for their utility in data analysis, mathematical modeling, and collaborative problem-solving tasks. Additionally, research has explored the use of Google Spreadsheets for real-time collaboration and peer feedback in mathematics and science education (Shin & Shim, 2021).
The integration of Google Forms into formative and summative assessment practices has been a subject of investigation in educational research. Scholars have examined its potential for creating adapted quizzes, surveys, and self-assessment tools that enable teachers to gather timely feedback and monitor student progress effectively (Nizami et al., 2023). Furthermore, studies have explored innovative ways of using Google Forms for peer assessment, peer review, and peer evaluation activities, thereby developing a culture of peer learning and collaboration (Mutiarasari et al., 2024).
Several studies have investigated the overall impact of integrating free Google Workspace for Education tools in teaching and learning outcomes in both K-12 and higher education settings. Research findings suggest that the strategic implementation of Google applications lead to improvements in student engagement, academic performance, and technological proficiency (Morquin, 2016). Moreover, teachers have reported greater efficiency in lesson planning, content delivery, and assessment management as a result of integrating these tools into their instructional practices (Aquino & Chavez, 2022).
Overall, previous studies have highlighted the transformative potential of using free Google Workspace for Education tools to enhance teaching and learning proficiency in the digital age. Through refining the collaborative, interactive, and adaptive features of Google Classroom, Docs, Slides, Spreadsheets, and Forms, teachers can create dynamic e-learning environments that empower students to actively engage with content, collaborate with peers, and demonstrate mastery of essential competencies across various subject areas. However, there remains a gap in the systematic exploration of how these tools are optimised for maximum teaching proficiency. Therefore, the present study addressed this by exploring not only the use of free Google Workspace for Education tools but also by identifying and addressing gaps in the effective application of these tools in various educational settings.
The objective of this study was to examine some Rwandan teachers’ perspectives on the efficacy of targeted professional development programmes in enabling their utilisation of free Google Workspace for Education tools, and the influence of these improvements had on student engagement, academic achievement, and the long-term viability of e-learning tools in schools.
This study used a qualitative methodology to investigate teachers’ perspectives about incorporating free Google Workspace for Education tools into their lessons. This method attempted to offer a thorough understanding of the difficulties associated with utilising digital tools in the classroom. Furthermore, the study used a phenomenological design to investigate teachers’ perspectives with e-learning tools, summarising their perspectives of the impact on teaching proficiency.
This study involved 166 purposively selected secondary school teachers (87 females and 79 males) from four Rwandan public secondary schools, and covered both urban and rural schools based on geographical location and accessibility. This gave a broad range of views about teaching practice and the implementation of educational technologies in Rwanda. Most of the teachers had over three years of experience and a basic competence in employing technology for learning. The teachers, named T001 to T166, were interviewed with the assistance of semi-structured questions about their attitude and experience regarding the use of free Google Workspace for Education tools for better e-learning outcomes. The interview schedule was focused on eight general themes: awareness and usage, perceived benefits, challenges and barriers, pedagogical strategies, influence on student learning outcomes, professional development requirements, suggestions for practice, and sustainability and scalability. The findings were triangulated through the experience of all 166 teachers, providing dense qualitative data on the use of technology for teaching.
Detailed semi-structured interviews were the primary method of data collection, providing comprehensive accounts of teachers’ proficiencies with the incorporation of free Google Workspace for Education tools. An interview schedule was developed to explore eight general themes related to the incorporation of these tools into pedagogy and learning, with specific questions being developed for each of the themes. These included: awareness and use of free google tools, perceived benefits of free google tools integration, challenges and barriers, pedagogical strategies, influence on student learning outcomes, professional development needs, recommendations for practice, and sustainability and scalability. The qualitative information gathered from the interviews was thoroughly coded and examined to identify recurring patterns and develop the eight general themes. In order to provide validity to the findings, the study gave priority to thematic saturation, validity, and reliability, and response consistency across the large participant group provided strong qualitative evidence, with interview quotations from a sample of the teachers being used as illustrative examples to triangulate findings from the total participant group of 166 teachers.
Data from teacher interviews was analysed using thematic coding. This approach aimed to identify key themes, insights, and challenges related to incorporating free Google Workspace for Education resources into e-learning tools. The coding framework allowed for a systematic exploration of the experiences that the teachers shared, allowing for a more thorough understanding of their perspectives. Through an analysis of the teachers’ perspectives, the study sought to provide helpful insights for teachers hoping to effectively use these tools for better teaching and learning in the digital age. This approach offered a comprehensive understanding of the possible challenges related to implementing these technologies.
Rigorous questioning techniques, triangulation of data sources, and member checking confirmed the accuracy and consistency of participants’ responses.
The researcher ensured participant consent, confidentiality, and transparency regarding data usage to uphold principles of informed consent and respect for privacy.
One hundred and sixty six teachers (87 females and 79 males) from Rwanda were interviewed and were the primary participants for this qualitative study. The interview quotations from several of the selected teachers were employed as indicative examples of the qualitative richness of the experiences collected from the larger participant group, so that the findings could be triangulated by combining the experience of all 166 teachers. The qualitative data, gathered through semi-structured interviews, were coded and processed into eight major themes, each focusing on specific dimensions of the integration of Google Workspace for Education tools into pedagogy and learning. Each theme was explored through a particular set of questions in the interview instrument.
Teacher knowledge of freely available Google Workspace for Education tools was reported as very high by this study with a majority (nearly 95%) of teachers reporting familiarity with them. Google Classroom was the most frequently used platform for instructional delivery, with nearly unanimous (almost 98%) reporting of use on a regular basis by participating teachers. However, a significant disparity was found in the use of supplementary tools. Though most teachers (over 80%) were aware of Google Classroom, their usage of features such as Google Docs, Slides, Forms, and Sheets was somewhat low. For instance, one teacher confessed, "I have never really used Google Forms or Sheets." (T039), a point echoed by an estimated 40% of the interviewees, representing a critical underutilisation of the platform. This adoption difference reflects a gap between general awareness and widespread use across the suite of tools.
High level of Google Workspace tools awareness among teachers, represented by nearly 95% of the respondents, particularly Google Classroom, was also in harmony with previous research by Sari et al. (2021) and Nugraha et al. (2023), which also reported Google Classroom to be prevalent and emerging as important in schools. However, this study discovered a central weakness: high awareness but low utilisation of the full range of tools, with an estimated 40% of teachers reporting underutilisation of tools like Forms and Sheets. This imbalance, as indicated by T039’s response above, indicates incomplete pedagogical uptake, with work concentrating on familiar features. This finding stands in contrast to studies like Ebadi and Rahimi (2019) and Peng et al. (2021), whose focus was on the successful incorporation of individual tools, which suggests a heightened requirement for support and training to maximally tap into the potential within a Rwandan setting.
Teachers achieved high levels of agreement with over 90% of them regularly indicating benefits in collaboration, student engagement, and teaching flexibility through Google tool integration. Notably, real-time collaboration, with tools like Google Docs and Slides, was perceived by approximately 85% of teachers as enhancing collaborative learning and classroom interaction. Statements such as "Google Tools have changed the way we learn…" (T024) corroborate this finding throughout the participant group, presenting strong qualitative evidence for perceived impact. While overall there was agreement on benefits, the extent to which the tools reformed learning varied, and more gradual development was emphasised by some teachers compared to radical transformation.
The near unanimity (over 90% of the teachers) about the gains seen, such as improved cooperation, student engagement, and teacher flexibility, supports the findings of Sari et al. (2021) and Mutiarasari et al. (2024). On multiple occasions, teachers testified that collaborative learning with Google Docs and Slides enabled cooperative learning, with statements similar to T024’s response above being generally articulated. This complements educational technology models that propose interactive tools as agents of learner autonomy and recall improvement. The consistency of the positive attitude among the participants demonstrates the inherent value teachers place on such tools to enable active learning processes, regardless of their level of familiarity with each application in the suite.
Despite high awareness and perceived benefits, the results identified systemic barriers, which were acknowledged by more than 75% of the teachers. These were limited access to digital facilities, inadequate digital skills, and insufficient professional training. Teachers explained that without equal access and skill building, the digital divide perpetuates pedagogical inequities. For example, the following quotation: "It is hard when not everybody has access to machines or the internet" (T044) expressed similar concerns to those of over 60% of the teachers who were interviewed. This outcome reflected a typical issue but a smaller number (some 15%) reported having adequate access and fewer concerns about these barriers, which still indicates some digital divide in the sample population.
In spite of the perceived benefits, major hindrances were emphasised by more than 75% of teachers, such as poor access to digital infrastructure, low digital literacy level, and insufficient professional training. The issues expressed through T044’s remark, were echoed by more than 60% of the interviewees. This reaffirms the findings of Nizami et al. (2023) that teachers faced difficulties with e-learning tools owing to gaps in their proficiency. Despite the presence, of these constraints the contribution of Google tools seems positive, which suggests their effectiveness relies on enabling conditions. While a limited number (about 15%) of teachers claimed fewer infrastructural problems, the frequency of these barriers implies a systemic issue that needs correction for equality in technology integration across the board.
The analysis yielded a broad range of pedagogical applications, with roughly 50% of the teachers favouring traditional teacher-led methods supplemented by online resources, while the other half shifted towards more dynamic, student-centered methods. Teachers with a higher likelihood of applying group work and formative assessment tools (approximately 45% of the participants) were also identified as exhibiting more alignment with modern, evidence-based models. "Using Google Tools not only modernises our collaborative process but also enables us to carry out timely formative assessments" (T064) was, as one respondent claimed, a view held by around 40% of the teachers who were most interested in student-centered pedagogy. In contrast, a noticeable subpopulation of students (about 30%) employed Google tools primarily as an electronic whiteboard or for presentation purposes, with less frequent actual use of interactive or collaborative features, highlighting that a clear spectrum of pedagogical approaches existed among the sampled population. This variation indicates a critical truth: tool availability does not necessarily equate to transformative pedagogical redesign, which should involve intentional, recursive, adaptive change.
The resulting pedagogical continuum, wherein approximately 50% of the teachers used Google tools to enable student-centered, collaborative learning, and formative feedback (as in the instance of T064), and another large segment (approximately 30%) favoured generally facilitating traditional pedagogy, reveals a persistent shift in teaching pedagogy amidst the digital era. This outcome both aligns with and diverges from current literature that is more likely to suggest broader student-centered practices (Sari et al., 2021). The differences in usage reflect the necessity for pedagogical standardisation and capacity building in facilitating best practices, as teacher digital competencies differ, influencing pedagogical choices (Aquino & Chavez, 2022). This draws attention to the reality that radical pedagogical transformation takes place through long-term professional development as opposed to the mere delivery of tools.
Over 85% of the teachers reported that the use of Google tools was correlated with increased student engagement, participation, and academic performance. Teachers attributed increased test scores, retention rates, and classroom participation to the interactive nature of these virtual systems. As one respondent put it, "Even the quiet learners participate more…" (T097), a comment echoed by some 75% of the teachers, suggesting a uniform positive effect in learning environments of mixed heterogeneity. Although almost everyone else reported positive effects, a very small number (less than 5%) questioned the direct and significant effects on student performance aside from increased engagement due to other contaminating factors, which is a minor contradiction in opinion.
The strong qualitative evidence from over 85% of teachers regarding the positive effect on students’ learning outcomes, including greater engagement and academic performance, corroborates the existing literature (Sombria et al., 2023; Morquin, 2016). T097’s statement above was rigorously supported by approximately 75% of teachers, showing the interactive nature of Google tools in facilitating active learning. Though a small proportion (less than 5%) felt some hesitation in directly accrediting substantial improvement in academic achievement to the tools themselves, the overall consensus supported their instrumental function in improving learning outcomes if they were used systematically. This is consistent with constructivist learning theories that focus on active engagement.
Over 90% of the respondents emphasised the imperative necessity of ongoing, contextually focused professional development to ensure effective tool integration. Formal training was not considered a norm, and most became independent through self-instruction or peer support. Remarks such as "Most of us picked up these tools through trial and error…" (T112) were recognisable to nearly 80% of the interviewed teachers and explained a post-random, as opposed to planned, path to gaining digital competency. This is an enormous and widespread requirement for structured professional development. However, a minority (around 10%) indicated they were comfortable with learning from each other and using self-help techniques, feeling less of a pressing requirement for formal external training sessions. This divergence mirrors different learning styles by different teachers.
The paramount need for ongoing professional development was emphasised by over 90% of the participants, particularly as approximately 80% felt compelled to adopt T112’s opinion above, and signifies a reactive rather than a strategic approach to digital skill acquisition. This is in agreement with the results of Nizami et al. (2023) on teacher competence challenges and Bastola et al.’s (2024) support for ongoing training. Although a minority (approximately 10%) favoured autonomous learning, the overwhelming level of interest in programmatic, context-specific training indicated a building block need for supportable and productive tool integration.
Teachers provided rich, evidence-supported recommendations, with the vast majority (over 80%) favouring investment in infrastructure, curriculum reform, and hybrid digital literacy training. These align with global best practice in educational technology adoption. As one of the teachers advocated, "We need to put a higher priority on increasing access to professional development…" (T124), a position reinforced by nearly all (over 90%) of the teachers who gave recommendations for change. The recommendations were consistent throughout the participant group, reflecting a collective sense of what conditions are necessary in order to be effective and have an impact at the system level, and a demonstration of participants’ capacity to bridge micro-experience with macro-policy frameworks.
The multi-perspective recommendations given by over 80% of the teachers on the basis of these investments in infrastructure, curriculum creation, and all-encompassing digital literacy training (as T124 pleaded for), hold high practical significance. They echo the implicit needs already pointed out in a previous study on domains of successful tool utilisation (Nizami et al., 2023) and in domains of catalytic influences (Sari et al., 2021). Such recommendations mirror teachers' pragmatism regarding the systemic contexts necessary for successful and sustainable educational technology adoption.
The findings indicated that a majority of the teachers (over 70%) identified collaborative governance, infrastructure investment, and curriculum change as essential pillars to scaling and sustaining digital tool adoption. Long-term vision and intersectoral collaboration were considered preconditions for sustainable impact. One informant stated, "We have to make long-term investments in infrastructure…" (T144), which was shared by approximately 65% of the teachers interviewed on sustainability. While there was broad agreement on the importance of these factors, some teachers (10%) questioned the achievability of such radical systemic changes under existing resource pressures, a hesitation indicating a divergence away from the expectation of future operations. This is a pragmatic consideration for policy makers.
Finally, the identification of collaborative governance, investment in infrastructure, and curriculum reform as foundational elements in bringing scalability and sustainability, resonated with over 70% of teachers, demonstrating a pragmatic view of what constitutes long-term impact. T144’s advice was repeated by approximately 65% of the teachers who spoke about sustainability, whereas, the concern for the viability of such large-scale developments was expressed by an extremely low number (approximately 10%). This holistic view, consistent with diffusion of innovations in education (Ebadi & Rahimi, 2019), highlights that sustainability is more institutional than technological and requires harmonious policy, practice, and pedagogical alignment.
Across all the themes, the evidence concurs with some important aspects of effectiveness: tool usability, perceived student effect, and instructional change. They also highlight the conditions under which effectiveness is realised: significantly digitised infrastructure, teacher readiness, and policy alignment. In addition, the effect of these interventions on students’ participation and learning gain is usually confirmed, even though it is mediated by context-dependent barriers such as accessibility and training. From a scientific perspective, the study satisfies conditions for thematic saturation, credibility, and transferability, and its findings concur with theoretical models of technology uptake (e.g., Technology Acceptance Model).
The research findings clearly indicate a high level of awareness among some Rwandan teachers about free ‘Google Workspace for Education’ tools, and more so of Google Classroom, as a main platform for online delivery of content. With almost 95% of the teachers being familiar with and 98% actively using Google Classroom, its extensive usage is clear. But the findings reveal an enormous disparity in the use of other e-learning tools included in the Google Workspace suite, with approximately 40% of the teachers interviewed admitting to being overburdened by tools like Google Sheets and Forms, even after acknowledging their familiarity with them. This is a key knowledge-practice gap. While the teachers indicated strong benefits (over 90% agreed on improved collaboration, student engagement, and flexibility in instruction), studies also find deep-seated problems. For example, limited access to computer facilities, low digital skills, and insufficient professional training, were noted by over 75% of the teachers. Approximately 60% of them complained of inadequate access to equipment or the internet. Besides, pedagogical practice varied, with around 50% of the teachers continuing with conventional approaches, supplemented with the utilisation of online resources, while the other half took more creative, student-centered approaches. These findings indicate that it is not enough to have tools; a combined support that provides for technical skill and pedagogical integration should be in place.
Given these findings, practical recommendations for teachers and teacher trainers in developing countries like Rwanda are evident. First, prioritise comprehensive and targeted training programmes that go beyond the very fundamental awareness of Google Classroom to facilitate competency in all the Google Workspace tools. The training should be context-specific and address the particular pedagogical applications of tools like Google Docs, Slides, Forms, and Sheets for collaborative learning, formative assessment, and student-led activities. Second, address infrastructural concerns at the platform level in parallel. Training is important but the potential of digital tools is significantly limited by lack of access to devices and reliable internet connectivity, as highlighted by over 60% of the teachers. Third, establish a culture of innovation and collaboration. Raise levels of peer-to-peer learning and establish communities of practice, whereby teachers can share effective practices and problem-solve collaboratively. Lastly, integrate the use of these tools into curriculum reform, not merely as supplements but as an integral part of the education system.
A number of areas are highlighted for further research by these findings. First, a quantitative study could be conducted to statistically analyse the correlation between specific types of professional development, teacher proficiency in individual Google Workspace tools, and measurable student gains in a larger, more representative number of Rwandan schools. This could provide more generalisable data about the impact of the training. Second, longitudinal studies are necessary to track the sustained adoption of Google Workspace tools and their long-term impact on instructional practice and student achievement, beyond anecdotal evidence to quantified change. Finally, a cross-comparison across different developing countries using Google Workspace for Education could aggregate the common challenges and best practices and create stronger and more transferable recommendations for enduring digital transformation in education.
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Author Notes
Onesme Niyibizi is deeply engaged in research within the domain of Mathematics Education. As a member of the Reviewer Board for the International Journal of Research and Innovation in Social Science (IJRISS) and Naveen International Journal of Multidisciplinary Sciences (NIJMS), he contributes his proficiency to the academic community. Currently, Mr. Niyibizi holds the position of Assistant Lecturer of Mathematics at Institut Catholique de Kabgayi (ICK). Email: niyibizionesme12@gmail.com. (https://orcid.org/0000-0002-4066-5678)
Cite as: Niyibizi, O. (2025). Optimising teaching proficiency in the Digital Age: Integration of effective e-learning tools in schooling. Journal of Learning for Development, 12(2), 403-412.