Education and Information Technologies https://doi.org/10.1007/s10639-024-12904-8 Abstract This study explores the level of engagement with Information and Communica- tion Technology (ICT) supported content among students and teachers in learning sciences and basic computing at Rwandan lower secondary schools. Data were collected from ten well-equipped smart classrooms across ten schools. A sample of 394 participants included ten deputy headteachers, 40 teachers, and 344 students. Interviews, classroom observations, and surveys were used for data collection. Findings revealed a significant digital divide among students due to limited ICT literacy, time constraints, and limited access to computer devices. Also, the findings indicate that teachers faced various challenges, including underutilisation of ICT in science lessons, primarily due to inadequate digital competence. The study recom- mends strategies to enhance students’ digital skills through training programs and foster ICT-oriented teacher communities of practice via professional development to improve digital competence and innovative teaching methods. Keywords ICT in education · Active learning · Sciences · Basic computing · Lower secondary Received: 5 January 2024 / Accepted: 11 July 2024 © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024 Investigating ICT-led engagement with content in science and basic computing subjects of lower secondary schools in Rwanda Olivier Habimana 1  · Mathias Nduwingoma 1  · Irénée Ndayambaje 1  · Jean Francois Maniraho 1  · Ali Kaleeba 1  · Dany Kamuhanda 1  · Evariste Mwumvaneza 1  · Marie Claire Uwera 1  · Albert Ngiruwonsanga 1  · Evode Mukama 2  · Celestin Ntivuguruzwa 1  · Gerard Nizeyimana 1  · Ezechiel Nsabayezu 1 Extended author information available on the last page of the article 1 3