The Nature and Level of Information Ethics Education in Library and Information Science Programmes in Selected Higher Learning Institutions in Rwanda

Abstract

This study aimed to evaluate how Information Ethics (IE) education is conceptualised, structured, taught, and perceived within Library and Information Science (LIS) and related degree programs in Rwanda to strengthen ethical competency development. Rapid advances in artificial intelligence, algorithms, and data-driven systems have escalated ethical challenges around privacy, surveillance, and misinformation, underscoring the need for robust IE education. Guided by Kohlberg’s Moral Reasoning Theory and Normative Ethical Theories, the study adopted an interpretivist paradigm. Data were gathered through semi-structured interviews and focus group discussions with a stratified, purposive sample of 28 participants comprising 19 students, 4 lecturers, 4 Heads of Department, and 1 Dean drawn from a target population of 470 across four public and private institutions. Data were analysed using thematic analysis. Findings indicate that IE is delivered primarily through an integrated curriculum, with a gradual shift toward standalone modules covering core concepts such as academic integrity, privacy, intellectual property, and information access. However, emerging digital realities, including AI ethics, algorithmic bias, data governance, and automated surveillance, receive limited attention. While traditional lecturing predominates, participants strongly favoured active, dilemma-based learning to build moral reasoning. The study concludes that IE is established in Rwandan LIS education, but curricula require modernisation to address evolving digital ecosystems. Recommendations include updating syllabi to incorporate emerging technology ethics, adopting student-centred active pedagogies, providing faculty development, and harmonising national standards in line with data protection mandates.