Collaborative Learning through Technology: Secondary School Mathematics Teachers’ Perspectives on Digital Professional Communities

Abstract

This study explored secondary mathematics teachers’ perceptions of digital professional communities and their role in professional learning, collaboration, and instructional innovation. Using a qualitative approach, 120 teachers from public and private secondary schools in Rwanda’s South Province were purposively selected and interviewed. Findings indicated that online communities and peer-sharing platforms enhanced access to different teaching resources, improved collaboration, and supported problem-solving, while also reducing professional isolation and providing psychosocial benefits. Teachers reported improved pedagogical confidence, motivation, and opportunities for mentorship and cross-border collaboration. However, challenges such as poor internet connectivity, digital literacy gaps, time constraints, and limited institutional support delayed full engagement, particularly in rural contexts. The study recommends investment in digital infrastructure, targeted capacity building, and institutional support to optimise the potential of digital professional communities for secondary mathematics teachers.