Brian Mutabazi, a senior six graduate well-known for his exceptional talent in maths, recalls a moment during his second term that sparked debate in the classroom. While his teacher introduced a complex logarithmic formula, Mutabazi proposed simpler alternatives to help his peers easily work out related mathematical problems. Despite his efforts, the teacher insisted on the original methods, which many students found challenging. Mutabazi, who studied mathematics, physics, and computer science at A-level, is among many students who excel beyond the standard curriculum and require tailored guidance to realize their full potential. With technology advancing rapidly, students nowadays are learning faster and accessing more information than ever before. This shift has left many educators facing the challenge of supporting learners whose curiosity and abilities sometimes outpace traditional teaching methods. Are schools properly equipped to meet the needs of these bright minds? Can educators turn these challenges into opportunities for growth? These are some of the questions to ponder. Aurelie Mukabalisa, the Dean of Education at the Adventist University of Central Africa (AUCA), sees technology as a catalyst for transforming education. She highlighted the importance of adapting teaching strategies to meet the needs of fast learners. ALSO READ: Nurturing a culture of excellence in schools “Differentiated instruction is key. Tailoring tasks to suit varying learning paces such as project-based learning or independent research ensures that fast learners remain engaged,” Mukabalisa said. She emphasized the role of professional development for teachers in responding to these challenges, noting that educators need to stay informed about emerging technologies and educational innovations. This, she said, allows them to guide advanced learners effectively, even in areas where students might surpass the traditional curriculum. Mukabalisa further pointed out the value of artificial intelligence (AI) in supporting individualized learning. “AI-driven tools can help teachers identify individual needs and maintain engagement for advanced learners while ensuring that others are not left behind. These tools can personalize education, creating pathways for each student to thrive,” she added. Beyond the classroom, Mukabalisa advocates for enrichment programmes designed for outstandingly gifted students. ALSO READ: A success story of technology in Rwanda’s education sector She stressed that opportunities like STEM programmes, mentorships, and intellectual competitions provide meaningful challenges beyond the standard curriculum. “Collaborative learning spaces also encourage shared exploration, fostering a sense of community among learners.” Flexibility in school policies is essential for nurturing bright minds, she said, pointing out that schools need to allow learners to advance based on readiness rather than age as this ensures that learners progress according to their potential rather than being constrained by rigid structures. John Mary Musinguzi, the Principal at First Impressions International School in Gishushu, Kigali, shared concerns about balancing the needs of advanced learners with classroom dynamics. He underlined the importance of respect and order in managing such situations. “There is a smart child who is ahead of what the teacher has prepared, but they must air their insights respectfully to maintain the value of the teacher-student relationship,” Musinguzi said. Musinguzi also underlined the significance of aligning advanced learners’ progress with curriculum objectives. “Teachers usually prepare lessons based on syllabuses, which is why they can’t give what is beyond the learners’ grade or level. However, they should guide learners, giving them room to express what they have learned, and helping them filter and align their knowledge with the class objectives,” he explained. Musinguzi believes advanced learners are an asset when appropriately nurtured, adding that reading ahead prepares students for lessons and promotes self-reliance. However, he said, teachers need to ensure learners don’t stray into irrelevant or overly advanced topics that may hinder their understanding. Juvenal Nsengiyumva, a lecturer at AUCA, stated that differentiated instruction is a cornerstone for addressing diverse learning needs. “It involves adapting lessons to meet the needs of students at various levels. For fast learners, this could mean offering advanced materials such as extra reading resources, higher-level critical thinking tasks, or opportunities to explore topics beyond the standard curriculum.” Nsengiyumva explained the role of enrichment programmes in deepening students’ interests such as in activities like math clubs, science fairs, coding competitions, and debate clubs provide platforms for fast learners to expand their knowledge. “Extracurricular activities like environmental conservation programmes, community service projects, or cultural exchanges further broaden their learning experiences.” Promoting a growth mindset, according to Nsengiyumva, is equally important. He said that fast learners should embrace challenges, see mistakes as opportunities for growth, and learn perseverance. Nsengiyumva added that collaborative learning is a valuable tool, noting that working with peers allows fast learners to reinforce their knowledge while fostering a sense of responsibility and leadership. He also stressed the importance of a flexible curriculum – modular learning, where students can complete units at their own pace, allowing fast learners to move ahead when they demonstrate mastery of the content. For him, building strong teacher-student relationships is also crucial, as he points out. “Teachers should take the time to understand each student’s learning style, strengths, and challenges.” However, Nsengiyumva acknowledges gaps in Rwanda’s education system for addressing the needs of fast learners. “The national curriculum has seen changes, particularly in promoting STEM education and 21st-century skills. But it remains largely tailored for the typical students, with little room for adaptation for quick learners.” He noted that resource availability also poses challenges, stressing that while initiatives like the One Laptop per Child (OLPC) programme aim to integrate ICT into education, resource distribution remains uneven. Nsengiyumva emphasized the need for specialized teachers’ training to address the unique needs of advanced learners. Jean-Sauveur Niyorumuri, a tutor at SAVE Teacher Training College in Gisagara District, highlighted the role of technology in nurturing bright students. “The best support as educators is to give learners access to ICT and other technological tools while guiding them on what they can do and what will support their growth,” he said. Despite these efforts, Niyorumuri noted logistical challenges since, for example, having more than 900 students sharing very few computers is a barrier to improving their knowledge and skills in technology. He added: As teachers, we facilitate their exploration of meaningful areas in their learning process.” Niyorumuri pointed out the benefits of group work, explaining that working together allows learners to explore more, share ideas, and deepen their understanding. He supports motivational strategies to inspire advanced learners by encouraging them with words like “keep it up” and providing access to technology experts who guide them in focusing on ICT as a cognitive partner. “We guide students to explore areas that enhance their cognitive capabilities, helping them build meaningful skills and stay focused on productive learning paths,” Niyorumuri said.
