Authors : NIYIRORA Didace; Dr. Wilson Musoni; NIYIGENA Claver

Volume/Issue : Volume 10 - 2025, Issue 4 - April

Google Scholar : https://tinyurl.com/y4fe2usw

Scribd : https://tinyurl.com/yp49yzw5

DOI : https://doi.org/10.38124/ijisrt/25apr1392

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Abstract : Access to academic services remains a significant challenge for students in regions with limited technology and unreliable internet connectivity, particularly for those reliant on basic mobile phones. This research addresses the persistent digital divide in education by exploring the potential of Unstructured Supplementary Service Data (USSD) technology as an alternative platform for delivering academic services at Rwanda Polytechnic (RP) Huye College. Despite the widespread adoption of digital technology in education, conventional internet-based solutions fail to reach students in resource- constrained environments. USSD technology, with its text-based interaction mechanism, offers a cost-effective, accessible, and scalable solution to support essential academic processes such as student registration, course enrollment, dissemination of information, and interactive learning. The primary objective of this study was to investigate the acceptance and challenges of USSD-based services within RP Huye College, with a focus on developing an improved USSD application tailored to enhance service delivery. Specifically, the study aimed to develop a USSD-based application that provides key functionalities and access to frequently asked questions (FAQs); to assess the impact of USSD technology on expanding the range of academic services; and explore the potential advantages and opportunities associated with adopting USSD in the academic context. Research questions centered on defining the essential functional requirements for a user-friendly USSD application, determining its effects on accessibility and user satisfaction, and identifying the broader opportunities it presents for academic service enhancement. The findings suggest that, despite inherent limitations such as short session durations and text-heavy menus, USSD technology can substantially improve academic service delivery by bridging the digital divide. Recommendations call for further refinement of USSD service design, increased integration of additional services, and the adoption of USSD platforms in other institutions like the University of Kigali to foster widespread accessibility. Overall, the study concludes that the successful implementation of a USSD-based service model at RP Huye College not only enhances service effectiveness and user experience but also provides compelling evidence for the broader adoption of USSD technology in academic environments, especially in regions with limited internet infrastructure.

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