The Use of New Technologies by Educational Staff in Cote d'Ivoire

Overview & Synopsis

In a context of increasing digital transformation in the education sector, the issue of digital skills among teachers and educational staff in Côte d'Ivoire is of strategic importance. This report is based on a survey of a representative sample of school principals, primary school teachers, educational advisors, and ICT teachers from CAFOP, spread across several regions of the country. The methodology combined questionnaires, self-assessments, and standardized tests (notably the Pix test) to establish an accurate picture of equipment, usage, and levels of digital skills. Data collection took place between late April and mid-May 2025, ensuring diversity in profiles and school contexts. The results of the study reveal widespread use of basic digital equipment, particularly smartphones, which are available to more than 93 percent of teachers, principals, and educational advisors. However, laptop ownership remains limited, particularly among teachers (less than 20 percent). Internet access is relatively high, with more than 77 percent of teachers and 95 percent of educational advisors using it regularly. Social networks, particularly Facebook and WhatsApp, are widely used as tools for professional and personal communication. Meanwhile, the use of artificial intelligence assistants remains very low among teachers, educational advisors, and primary school principals. The report highlights the urgent need to strengthen the digital skills of education staff in Côte d'Ivoire. While basic equipment and the use of social networks are widespread, mastery of digital tools remains insufficient to meet the challenges of digital education. Targeted training and enhanced support appear essential to enable the successful integration of digital technology into teaching.