Catholic University of Kabgayi

Background: Artificial intelligence (AI) is increasingly integrated into everyday communication, extending beyond functional and academic uses to influence romantic relationships, particularly among university students who are deeply immersed in digital technologies. As AI systems become more emotionally responsive and easily accessible, they play an increasingly significant role in intimate interactions, raising important questions about their psychological and relational consequences. Purpose: This study aims to quantitatively examine the relationship between AI-assisted relationship communication and boundary confusion among university students, addressing a critical gap in the existing literature on artificial intelligence and intimate relationships. Methods: This quantitative cross-sectional study involved 420 university students (210 females, 210 males) currently engaged in romantic relationships. Participants completed standardized questionnaires measuring AI-Assisted Relationship Communication (AIRCS), Boundary Confusion in AI-Assisted Relationships (BCARS), and attachment anxiety and avoidance using the Experiences in Close Relationships–Revised (ECR-R). Data were analyzed using SPSS 29.0 and AMOS 29.0, applying correlation, regression, and structural equation modeling analyses. Results: AI-assisted relationship communication was strongly associated with boundary confusion and emerged as its strongest predictor. Attachment anxiety and avoidance also significantly predicted both AI-assisted communication and boundary confusion. Conclusion: The results show that students who frequently use AI for emotional support and relationship communication are more likely to experience confusion about boundaries in their romantic relationships, especially those with insecure attachment styles. While AI can help meet emotional needs, it can also blur the line between human relationships and technology. These findings highlight the importance of teaching students how to use AI responsibly in relationships, developing clear ethical guidelines, and providing targeted support through university counseling services.

Ensuring high instructional quality in higher education remains a significant challenge, particularly in language instruction for Year One undergraduate students transitioning from secondary to tertiary learning environments. In English–French programmes, learners often face difficulties related to limited individualised feedback, varying language proficiency levels, and reduced engagement, which can hinder effective learning. With the growing integration of Artificial Intelligence (AI)-supported learning methods in higher education, there is a need for empirical evidence on their contribution to instructional quality, especially in early undergraduate French language courses. This study employed a quantitative descriptive–correlational research design to investigate the impact of AI-supported learning methods on perceived instructional quality among 43 Year One undergraduate students enrolled in English–French (French modules) programmes. Data were collected using a structured 5-point Likert-scale questionnaire and analysed using descriptive statistics, Pearson correlation, and simple linear regression analysis. The findings revealed a strong and statistically significant positive relationship between AI-supported learning methods and instructional quality (r = 0.68, p < 0.001). Regression results further indicated that AI-supported learning methods significantly predicted instructional quality (β = 0.64, p < 0.001), accounting for 46% of the variance. These results demonstrate that AI-supported learning methods play a substantial role in enhancing teaching clarity, feedback quality, learner engagement, and overall instructional effectiveness in higher education French language instruction. The study concludes that integrating AI technologies can meaningfully improve instructional quality and supports their informed adoption in tertiary language education. Keywords: Artificial Intelligence-supported learning; Instructional quality; Higher education; French language instruction.

Non-communicable diseases (NCDs) pose a significant threat to maternal health. Women with NCDs should use contraceptive methods or seek preconception counselling to manage pregnancy risks. However, there is an unmet need for contraceptive use and preconception counselling among women with NCDs in Sub-Saharan Africa, including Rwanda. The study aimed to explore the perceptions of women with NCDs regarding contraceptive use and preconception counselling in Rwanda. A phenomenological qualitative design was employed, with data collected through in-depth interviews of 28 women with NCDs from two district hospitals. Participants were selected using purposive sampling, and thematic analysis was conducted. Two themes emerged from the analysis: (1) perceptions of contraceptive use and (2) access to preconception counselling services. Participants indicated that contraceptive use was influenced primarily by financial constraints, social and familial pressures, and religious beliefs, rather than their perceptions of pregnancy-related risks, and they also reported limited access to preconception counselling services. Contraceptive use among women with NCDs is influenced by financial, social, and religious factors rather than their health conditions. Limited access to preconception counselling services is a constraint that is likely to affect maternal and neonatal health, and therefore it should be strengthened.

Using a qualitative approach, this study explored school leadership’s influence on students’ performance in the French subject in Nyagisozi Sector lower public secondary schools. Data were collected through in-depth interviews with four purposively selected headteachers and were analyzed thematically to capture leadership practices, teacher motivation, student engagement, challenges, and perceived impacts. Findings revealed that effective school leadership enhances French performance through instructional supervision, teacher motivation, and student-centered initiatives, while systemic challenges such as limited resources and inadequate parental support constrain these efforts. The study underscores the pivotal role of headteachers in shaping instructional quality and learner outcomes and recommends collaborative strategies involving teachers, policymakers, and parents to sustain improvements in French education. Keywords: School Leadership, French Performance, Teacher Motivation, Student Engagement

Abstract This study aimed at understanding the extent to which the potential teachers feel prepared for real teaching in classrooms. The study targeted 46 pre-service teachers from a private institution’s education department. Moreover, this study grounded on the context of higher education institution. With the use of qualitative methods, semi-structured interviews gathered from the field. In addition, data were analyzed using thematic analysis. Revealed that while pre-service teachers are well-grounded in pedagogical theory, the majority of the participants felt insufficiently equipped to handle the actuality of teaching. Mentorship was found to be a significant contributing factor to teacher readiness. Students who were exposed to training mentors had greater confidence and had realistic teaching skills. Examples of such mentorship were, however, not consistent among the research group. The study concluded that teacher preparation programs at higher learning institutions must be re-developed to prioritize practical teaching approaches, differentiated instruction, and integration of technology.

The Igisoro game is utilized by Rwandan occupational therapists as a therapeutic tool for interventions in different settings, including mental health. This study used a qualitative exploratory approach to explore the perceptions of occupational therapists and their clients regarding the use and value of the Igisoro game in rehabilitation. Seventeen occupational therapists completed a questionnaire about their views on the efficacy of Igisoro as a therapeutic tool. Semi-structured interviews were conducted with twelve occupational therapy clients. The occupational therapists reported that Igisoro improves clients’ concentration, problem-solving skills and socialization. The client group reported three main sets of benefits from playing Igisoro.

This study aims to discuss how to develop career information services to improve career choices for vocational high school students. The research was a type of research and development or Research and Development (R&D) according Borg and Gall which has been modified into five stages, namely: product analysis to be developed, initial product development, expert validation and revision, test small-scale field trials and product revisions, Large-scale field trials and final products. The research subjects were 75 students of class X-XII of Muhammadiyah Cilegon Vocational High School. The results of this study are webquest media assessment are appropriate for use as a medium to increase career choices in SMK Muhammadiyah Cilegon, the validation results of material experts 97.5% , media expert validation 83.7%, the test on 27 students scored 80.4%, the result of the large-scale media trial on 50 students obtained a score 79.3%. The results of the effectiveness test of the paired sample t-test showed that there was a different between the results of the pre-test and post-test in the form of effective webquest media products for increasing career choices (p=0.000) <0.05, meaning that there was an increase in the average student career choices in the pre-test group was 129.05 and the post-test was 150 using media webquest.

An alcoholic beverage called Urwagwa is a common and popular traditional Rwandese drink that is produced from banana juice supplemented with coarsely ground grilled sorghum. Due to limited information on how different sorghum concentration affected the physico-chemical characteristics of this traditional beverage, a study was carried out to investigate how varying this ingredient influenced the quality of the final product. Different levels of grilled coarsely ground sorghum (0%, 2%, 5%, 7%, 10% and 15%) were mixed with banana juice and natural fermentation allowed to take place in six separate fermenters for six days at room temperature (25°C). Four parameters; ethanol content, total soluble solids, pH and titratable acidity were monitored after every 24 hours for 144 hours. Results obtained at the end of fermentation indicated that the ethanol content in all fermenters ranged from 10-12% v/v, total soluble solids 8.1-9.7°Brix, pH 4.0-4.7 and titratable acidity 0.6-0.9%. The highest fermentation rate was observed in fermenters containing ground grilled sorghum compared to the control (0% sorghum added).The highest total soluble solid at the completion of fermentation was found in banana beverage with zero percent of sorghum while the highest pH was generally found in fermenters with sorghum combinations. High titratable acidity was observed in fermenter with zero percent of sorghum. The concentration of 5% of ground grilled sorghum was found to result to the most desirable alcoholic banana beverage as it gave the highest yield of ethanol content and other biochemical parameters, as well as a more desirable flavor. Based on these findings, it could be recommended that the traditional Urwagwa brewers adopt the 5% of sorghum content in the production process in order to obtain a better quality and more acceptable alcoholic beverage.