Journal of Mathematics, Energy Systems & ICT (MSTIC)

This inaugural issue of Mathematics, Energy Systems and ICT highlights a major shift currently reshaping Haiti: the digital transformation of essential services and its implications for economic performance, information-system effectiveness, and equitable access. Drawing on empirical surveys and applied analyses, the contributions present ICT not only as a technical layer, but as a socio-institutional infrastructure. Digital tools can improve efficiency, lower certain barriers, and stimulate innovation, yet they also expose persistent weaknesses related to interoperability, data governance, digital literacy, and unequal access.

A first thematic strand investigates the digitalization of financial services and its impact on local economic activity. The study on banking service quality in Jacmel shows that digitalization can support SME performance—particularly by improving turnover—in a setting characterized by scarce credit and payment dysfunctions. Complementing this, the paper on mobile money examines the drivers of adoption as a pathway to financial inclusion, stressing both its capacity to reach unbanked populations and the structural constraints that remain (infrastructure, regulation, digital education). The discussion points to tensions across stakeholders and underlines the need for better coordination so that innovation translates into equity gains.

A second strand focuses on health information systems and the sustainability of digital solutions in constrained environments. The assessment of HIS in Carrefour reveals data fragmentation, interoperability barriers, and substantial needs in infrastructure and training. It also emphasizes the importance of the legal framework for medical data protection and the strategic role of backup and business-continuity planning—key conditions for reliable and sustainable electronic medical record management.

A third strand addresses ICT in higher education through the lens of the digital divide. The articles show that the effect of digital tools on academic performance is multidimensional: beyond usage, outcomes depend on living conditions, socioeconomic profiles, prior schooling, learning methods, and study contexts. The analysis of teachers’ practices and perceptions further identifies contributions, obstacles, and practical recommendations for more effective, better supported, and better governed pedagogical integration.

Overall, the issue advances a clear message: digital transformation in Haiti will not succeed without robust data governance, targeted investments (infrastructure and training), and coherent public policies capable of reducing the digital divide while improving service quality.