Rwanda is recognised as one of Africa’s leading countries in promoting women’s participation in ICT and digital innovation. Through national policies led by the Ministry of ICT and Innovation, and initiatives such as Girls in ICT Rwanda, the country has invested in programmes that encourage girls to pursue studies and careers in technology.

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Platforms like Ms. Geek competition have provided young women with opportunities for training, mentorship, and visibility in the sector.

Despite these efforts, fewer women continue into science, technology, engineering, and mathematics (STEM) at higher education level. This has prompted continued initiatives such as One Million Rwandan Coders and mentorship programmes aimed at expanding access to digital skills and supporting girls entering technology fields.

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Every year, Rwanda joins the global celebration of International Girls in ICT Day, observed on April 23. This year’s theme, "AI for Development: Girls Shaping the Digital Future,” highlights how technology can address challenges in health, education, agriculture, and public services, while encouraging greater participation of girls and young women in shaping the digital space.

One of the women contributing to this space is Brenda Anague, a PhD student at the African Institute for Mathematical Sciences (AIMS) Research and Innovation Centre in Kigali. She uses mathematical and computational tools to study environmental systems, with a focus on combining machine learning and scientific computing.

Her work involves developing mathematical models that describe real-world processes and using tools such as neural networks to make them easier to solve and interpret.

Anague’s academic journey began with applied mathematics during her undergraduate studies, which were largely theoretical with limited practical application. Her transition into artificial intelligence came after joining AIMS, where she learnt about its strong connection to applied mathematics. From there, her interest shifted toward using mathematics for practical problem-solving.

She describes AI as an extension of applied mathematics, which helped align her background with her current research path.

"I have been working in the field since 2021. Being in a space where women are still few has brought moments of self-doubt, but it has also pushed me to keep going. The challenges are part of what keep me interested, because each one pushes me to learn more,” she said.

For young women interested in ICT and AI, she emphasises the importance of a strong foundation in mathematics, logical thinking, and programming. She encourages learning at least one programming language early, developing critical thinking skills, and building confidence to ask questions without fear.

Anague also highlighted mentorship as a key form of support for girls in the field, especially guidance from individuals who have followed similar paths. She noted the need for scholarships and institutional support in expanding access to opportunities for women.

At AIMS, she noted, there is a target to include at least 20 percent female students during recruitment, alongside efforts to create spaces where girls can connect, share experiences, and learn from one another.

"Learning communities where female students can interact, network, and gain exposure to more advanced researchers could help students share ideas, learn from others, and understand different paths in the field. Such environments reduce isolation and give direction to them,” she said.

Anague advises young women interested in technology not to wait for ideal conditions but to use available resources to start learning. According to her, curiosity should be encouraged rather than doubted, and access to advanced equipment or formal preparation is not a prerequisite for beginning in the field. Even at her current level of study, she continues to learn step by step through her research.

Anague stated challenges faced by girls and young women in Africa, including limited access to reliable internet, computing resources, mentorship, and visible role models. Combined with social attitudes that discourage girls from entering technical fields, these factors often affect confidence and participation.

To address these challenges, she calls for action at multiple levels, including early education systems that introduce girls to STEM subjects, universities that expand scholarships and mentorship programmes, and organisations that create supportive learning environments.

Another voice in this space is Gaudence Nirere, a PhD student at the University of Rwanda, working with its African Center of Excellence in Internet of Things. She works in wireless sensor networking and applies AI in her research.

Her focus is on early detection of autism spectrum disorder among children in Rwanda using digital tools to support screening and diagnosis. The goal is to improve early identification and response for vulnerable children.

She noted that encouragement is necessary in increasing the number of girls in ICT and AI-related fields. Many young women, she explained, are discouraged early on because they perceive these areas, especially coding and machine learning, as too difficult for them.

She added that with time, focus, and clear goals, it is possible to succeed.

Nirere’s interest in ICT and AI and a desire to address challenges faced by children with autism spectrum disorder have led her to view technology as a tool for developing solutions.

"Access to resources and guidance has influenced my academic journey. At the centre, we have access to both hardware and software, with mentorship. This support, both practical and encouraging, helps students stay on track. We are supported in everything. We are guided. We are told we can do it,” she said.

She said that once students are in a supportive environment, progress mainly depends on focus and commitment. With clear goals and continuous encouragement, completion becomes more achievable, and dropout rates are reduced.

"Many young women see master’s and PhD studies as too difficult, which affects progression. However, strong performance at undergraduate level and institutional support often make it easier to continue. Women who reach postgraduate level often receive additional support to help them complete their programmes,” Nirere stated.

Her academic path began with a bachelor’s degree in electronics, followed by a master’s degree, and now doctoral studies. Driven by curiosity and a passion for learning, she hopes to pursue a career in teaching, where she can share advanced technological knowledge and help younger students build confidence in ICT and related fields.