https://journals.eanso.org/index.php/eajit <p>Information Technology is the trend for the modern world. Most systems are becoming digitalized and new inventions, innovations and improvements are being achieved on a daily basis.&nbsp; With all these at hand, there also emerges the challenge of information security, privacy infringement, illiteracy and more that pose an imminent threat to the application of information technology. This EANSO Journal aims at advancing information technology through the dissemination publications in this field. Some of the topics publishable in this journal include programming, information security, penetration testing, algorithm, languages, systems development, malware, cryptography and web development.</p> East African Nature & Science Organization en-US East African Journal of Information Technology 2707-5346 https://journals.eanso.org/index.php/eajit/article/view/3792 <p>Students’ performance in biology in Rachuonyo South Sub-County and nationally in the Kenya Certificate of Secondary Education has been low. This study, therefore, sought to examine the influence of computer simulations in developing learners’ science process skills, evaluate the academic performance of biology students when taught using computer simulations against conventional teaching/learning methods, and determine the influence of students’ gender in the acquisition of science process skills in public mixed secondary schools in Rachuonyo South sub-county, Homa-Bay County. The social constructivist theory of learning by Lev Vygotsky (1978) served as the foundation for this study. The study employed the Solomon 4-group design. The data was derived from a sample of 200 Form 3 students and 4 teachers. Purposive sampling was used to pick 4 mixed public secondary schools. ANOVA and ANCOVA were used to test if the mean differences between the groups were statistically significant. The results indicated a statistically significant influence of computer simulations on SPS acquisition, F(3, 196) = 69.83, p &lt; 0.001. The analysis showed that even after the adjustment of the pre-test, there was a positive association between academic achievement and the use of computer simulations, with a mean between the groups, F(1, 97) = 60.90, p &lt; 0.001.&nbsp; Gender did not present any statistically significant influence on SPS acquisition, F(1, 192) = 0.05, p = 0.83. The interaction between gender and instructional group was also found to be statistically insignificant, F(3, 192) = 1.24, p = 0.30. The study concluded that computer simulation has a significant influence on how students acquire science process skills (SPS), engagement in simulations yielded improved academic performance in biology, and there was no significant effect on gender and SPSAT scores. The study recommended that the current education system should shift from traditional teacher-centred approaches to student-centred and integration of technology-supported models that encourage active learning.</p> Rachel Akinyi Onyango Ezekiel Omwenga, PhD George Andima, PhD ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2025-10-09 2025-10-09 8 2 1 11 10.37284/eajit.8.2.3792 https://journals.eanso.org/index.php/eajit/article/view/3821 <p>Higher education institutions (HEIs) in developing countries are increasingly dependent on digital systems for teaching, administration, and research. However, resource-constrained universities remain highly vulnerable to cyber threats such as phishing, ransomware, and web application attacks. To address these challenges, this study adopted the Design Science Methodology (DSM) to design, implement, and evaluate a lightweight, rule-based cyber incident analysis and response algorithm specifically tailored for universities in Eastern Uganda. The approach combined contextual data collection from six universities with simulation-based evaluations to ensure both practical relevance and technical validity. The algorithm, developed on a Laravel-PHP-MySQL stack, integrates rule-based detection, correlation of multi-stage attacks, and an administrative dashboard for IT staff. Simulation results showed strong performance with a recall of 92.8%, precision of 91.3%, and an F1-score of 92.1%. Response latency remained below 100 milliseconds, and the system maintained stability up to 450 requests per second. Benchmarking against Snort demonstrated higher precision and lower resource consumption, though Snort achieved slightly higher recall. This research contributes a context-appropriate and cost-effective cybersecurity framework for HEIs in low-resource contexts. It extends the Defense-in-Depth (DiD) and Resource-Based View (RBV) theories to constrained environments and provides practical recommendations for implementing modular, rule-based detection systems to enhance cybersecurity resilience in African universities</p> Gerald Kisangala Gilbert Gilibrays Ocen Godfrey Odongtoo ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2025-10-13 2025-10-13 8 2 12 32 10.37284/eajit.8.2.3821 https://journals.eanso.org/index.php/eajit/article/view/3879 <p>Adopting blended learning in higher education necessitates robust information services from university libraries to support students and faculty. This study examined the information services libraries provide to support implementing blended learning in selected public universities in Kenya. The study adopted a descriptive survey design, targeting a stratified sample of 344 respondents comprising librarians, library staff, members of faculty, and postgraduate students from Chuka University, Kirinyaga University, and the University of Embu. Data were collected using semi-structured questionnaires and interview guides and analysed through descriptive statistics and thematic analysis. The findings revealed that virtual reference services and access to electronic resources such as e-books and e-journals were the most prominent library services supporting blended learning, with 67.6% of library staff and 68.4% of postgraduate students affirming the availability of these services. However, digital literacy training and guided support for Open Educational Resources (OERs) were inconsistently offered, with over 30% of respondents reporting limited or no structured programs for enhancing digital skills among users. Variability in service delivery was attributed to disparities in digital infrastructure, staffing capacity, and a lack of standardised service protocols across institutions. The study underscores the pivotal role of information services in facilitating blended learning and recommends enhanced investment in library staff capacity-building, development of institution-wide policies on digital service delivery, and integration of comprehensive user-support programs to bridge the service gaps identified</p> John Kinyua Ndege Anne Mugalavai, PhD James Ndwiga, PhD ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2025-10-28 2025-10-28 8 2 33 53 10.37284/eajit.8.2.3879 https://journals.eanso.org/index.php/eajit/article/view/3882 <p>This research investigated the role of e-learning platforms in enhancing employee skills in the modern era in Tanzania, concentrating on the Ministry of Land, Housing, and Human Settlement Development in Mbeya. This study addresses a gap in Tanzanian research that has primarily focused on ICT adoption in the private sector. It applied Human Capital Theory and organisation support Theory to examine three dimensions: learning flexibility, content clarity and accuracy, and user support. A descriptive research design integrating quantitative and qualitative methodologies was used with data gathered from 72 employees out of a total population of 105 and analysed using descriptive statistics via SPSS version 20. The results showed that e-learning platforms greatly improve employee upskilling by allowing them to train while they work, providing accurate content that helps them understand, and giving them assistance that keeps them interested. The study suggests that ICT infrastructure should be improved, content should be updated regularly, support systems should be improved, digital literacy should be promoted, and e-learning should be included in performance management frameworks</p> Gifricy Alphonce Fucy ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2025-10-28 2025-10-28 8 2 54 59 10.37284/eajit.8.2.3882 https://journals.eanso.org/index.php/eajit/article/view/3883 <p>This study investigates the relationship between teacher training programs and the effective integration of Information and Communication Technology (ICT) in public schools in Rwanda. A structured questionnaire was administered to 166 teachers, of whom 54% were male and 46% female. The majority were aged 31-40 years (39%), with 35% having 5-10 years of teaching experience. In terms of education, most held a bachelor’s degree (58%), followed by diploma holders (24%) and master’s degree holders (15%). Results show that 74% of teachers regularly use ICT tools in their teaching, and 85% believe ICT improves student engagement. Only 48% felt their training was adequate, while 72% cited poor internet connectivity and 69% cited lack of equipment as significant barriers. Descriptive statistics revealed that the mean ICT usage score was 3.8 (SD = 0.9), while perceptions of ICT impact had a mean of 4.2 (SD = 0.7). Regression analysis revealed that teacher training positively predicted ICT usage (β = 0.57, p &lt; 0.001), whereas perceived barriers negatively predicted usage (β =-0.43, p &lt; 0.001). The study concludes that systematic, pedagogically focused training, coupled with improved infrastructure and ongoing support, is essential for strengthening ICT integration in Rwanda’s education system</p> Daniel Mulindwa Aggrey Ankwatse ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2025-10-28 2025-10-28 8 2 60 70 10.37284/eajit.8.2.3883