The COVID-19 pandemic has affected human life at different levels and is still a tremendous challenge for all sectors of life without exception to education. To cope with those COVID-19 effects in education, online teaching and learning was adopted. This study throws light on online learning situation in higher education in Rwanda. The study is geared by interpretivist approach. Data were collected in a series of online individual interviews and focus group discussions with twenty master students from different subjects offered by the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS). The gathered data were analysed thematically. The study revealed communication platforms, ICT infrastructures and software, and online resources as opportunities for online learning. Despite learners' willingness to play their part in online learning, the study further brought to light numerous challenges of learning mathematics and science such as absence of practical activities, inadequate support for structured exercises, few open resources and inadequate access to online resources. Limited internet connectivity, English proficiency coupled with insufficient collaboration among students and with facilitators were reported as limitation too. Since online mode of instruction was adopted for effective blended learning, its adjustment and adaptation are needed to grab the identified opportunities and cautiously address the identified challenges.

pandemic has slowed down progress in many sectors of human life worldwide and education has considerably been affected from pre-primary to tertiary levels. Coping with this pandemic resulted in the move to E-leaning from face -to-face teaching whereby a number of challenges are impeding the intended learning outcomes. In this study, Introduction to Literature in English is focused with specific interest in undergraduate students. While they should be taught Literature to be equipped not only with ethical values, critical thinking and analytical skills but also communication skills in English; online teaching challenges them hence jeopardizing the intended goal due to a number of factors such as limited or lack of ICT skills and resources which make online learning during the COVID-19 lockdowns not inclusive.

While English is an official language and holds a significant role in education not only as a medium of instruction but also a subject of study from primary to tertiary level in Rwandan education system, some students still stick on their mother tongue in academic environment and this impedes language education and quality education as a whole. Based on Communicative approach, this study explored students’ perceptions of using a second language in a mother tongue dominated environment. The study involved 36 Diploma students from language education combinations. Questionnaire was used for data collection. Analysis revealed that mother tongue environment affects second language use. It was recommended that efforts be made to practice and improve their English language for effective communication.

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The author’s goal to successfully impart a thought through fiction depends largely on the synergetic relationship between narrative techniques and other literary elements. This paper explores the synergic alliance between the authors’ choice of methods or literary devices to reveal the audience how characters and themes affecting them cannot be disconnected.  The study hinges on a qualitative document analysis involving Ngugi’s novel A Grain of Wheat. Discussion was guided by three study questions concerning the place that narrative techniques hold among the fictional generic elements; the use of dramatic irony in A Grain of Wheat; and what can be learnt from that situation. Analysis revealed that dramatic irony is used in that novel to show the reader that people could be cautious to decide on heroes and traitors before the story conflict resolution. It was also confirmed that the interface between elements of literature cannot be doubted.