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This article investigates technologies used for knowledge sharing among rice farmers in the Eastern Region of Ghana and suggests ways by which the use of technologies may be enhance rice farming. The research was underpinned by the pragmatic paradigm where a concurrent triangulation mixed method design was adopted. The data was drawn from 101 survey respondents and nine interview participants, consisting of rice farmers, farm managers and extension officers. The findings revealed elementary use of technologies, tools and systems for knowledge sharing among the rice farmers. The main social media platform used for knowledge sharing was WhatsApp. The platforms that were used the least were Twitter, Facebook, LinkedIn, Imo and Instagram. Findings have implications for integrating various tools, technologies and systems into knowledge sharing among rice farmers. There is a need to address the challenges in structural-level technological infrastructures, architecture and functionalities, in order to build the technological competence of rice farmers. Farmers' knowledge of technology is influenced by training, motivation, and personal experiences. Previous studies on use of technologies in knowledge sharing focused on organisation. This article examines technology within the context of rice farming.

This article will explain how a series of educator strikes in 2022 in Ghana led to increased awareness of and calls for tax justice and debt relief from a growing movement of public sector workers and civil society organisations. We chart how the issues and demands of teacher organisations and other public sector workers shifted and increased over time, bringing in a new public imaginary to critique IMF driven austerity policies, build and link to global campaigns around debt relief, and signal new possibilities for generating more stable domestic public sector tax revenues. We examine the evolving strategies of growing educator strikes and show how unions are joining together with other civil society and advocacy groups to challenge fiscal austerity and government policies that affect not only their schools and classrooms but their lives and livelihoods. This case describing what Ghanaian teacher unions are doing to organise members to learn about and challenge austerity policies highlights the importance of public sector workers' knowledge, understanding and engaging governmental macro-economic policies and offering alternative solutions.

Academic libraries are essential to teaching, learning, and national development, making adequate library resources crucial for academic institutions. This study examines how limited library resources, particularly recommended textbooks, affect library operations in Ghanaian public universities. Through semi-structured interviews with eleven undergraduate and postgraduate students, we investigated user behavior and responses to resource scarcity. Using thematic content analysis with NVivo software, we found that limited access to recommended textbooks leads to user frustration, resulting in antisocial behaviors such as hiding, stealing, and damaging books. Based on our findings and existing literature, we present a resource-frustration-user behavior framework that illustrates the relationship between resource limitations and user conduct. This study contributes to understanding how resource constraints manifest in library operations and recommends that library managers increase textbook availability to reduce user frustration. We conclude by suggesting directions for future research in this area.

Conversational user interfaces (CUI), including voice interfaces, which allow users to converse with computers via voice, are gaining wide popularity. VoiceBots allow users to receive a response in real-time, regardless of the communication device. VoiceBots have been explored in fields such as customer service to automate repetitive queries and help reduce redundant tasks; however, they have not been widely applied in the classroom. This study aimed to explore the effects of VoiceBot implementation on student learning. A pre-test--post-test design was implemented with 65 participating undergraduate students in multimedia programming who were randomly allocated to scenarios representing a 2 × 2 design (experimental and control cohorts). Data were collected using an academic achievement test and semi-structured interviews, which allowed for a more in-depth analysis of the students' experiences with the VoiceBot. The results showed that how the VoiceBot was applied positively influenced student learning in the experimental cohort. Moreover, the focus group data demonstrated that the VoiceBot can be a valuable assistant for students and could be easily replicated in other courses. To the best of our knowledge, this study was the first to use VoiceBot to engage undergraduate students in Ghana, thus contributing to the growing literature stream on the development of VoiceBots to improve student learning experiences. This study elucidates the design process using a zero-coding technique, which is considered a suitable approach for educational institutions with limited resources.

Students with impairment whether physical, sensory or intellectual face challenges in their quest to have inclusive education predisposing them to various stressors. Yet, studies have rarely explored this important psychological construct. This cross-sectional study assessed the prevalence of psychological distress and how perceived social support and academic resilience predict distress in this population. A total of 101 students with hearing, visual and physical impairments were purposively sampled and administered questionnaires that measured psychological distress, social support and academic resilience. Results revealed the prevalence of psychological distress was 75.5%. Also, perceived social support ([beta] = -0.25, p < 0.01) and academic resilience ([beta] = -0.34, p < 0.001) significantly predicted psychological distress with perseverance ([beta] = -0.51, p < 0.001) being the only dimension of academic resilience that predicted psychological distress. This study concludes that students with impairments have a high prevalence of psychological distress, which can be reduced through social support and resilience building interventions at both individual and group levels. We recommend that these counselling interventions be provided for students with impairment to help them deal with the challenges or stressors they encounter.

This article explores how a public written response to anti-LGBT+ legislation in Ghana also functioned as a religious educational intervention to shape future visions of tolerant pluralism in Ghanaian society. Navigating the intersection of politics and religion, the Interfaith Diversity Network of West Africa (IDNOWA) lodged a religious objection to the 'Promotion of Proper Human Sexual Rights and Ghanaian Family Values Bill, 2021', which criminalises non-heteronormative sexualities. The paper discusses how IDNOWA's approach reflects an African vision of pluralism which anchors itself in Ghana's religious and cultural traditions, and in pluralist models from Africa and beyond. In the spirit of action science, it calls for RE that highlights internal diversity within religious communities and that lifts up pluralist 'heroes' in the classroom and broader society.

Ghanaian adolescents face considerable sexual and reproductive health challenges that can disrupt human capital formation. However, a positive and healthy transition from adolescence to adulthood can be achieved by increasing access to sexual and reproductive health information, education, and services. This paper documents emerging findings from an adolescent girls' programme delivered in 56 districts of Ghana. Data were collected from girls and young women aged 10-24 years who participated in the programme as part of a larger study that included in-school and out-of-school participants. In-depth interviews (IDI) [N = 49] and focus-group discussions (FGDs) [N = 13] were conducted in November 2021 and November 2022. An abductive approach was used to develop key themes from the data. The analysis revealed that the programme showed promise in changing the attitudes of beneficiaries towards safe sexual practices through condom use, in increasing assertiveness towards sexual and gender-based violence, and in real-life application of the knowledge and skills gained for health and social wellbeing. Out-of-school sexuality education programmes such as the one described here can be important catalysts for developing and maintaining meaningful relationships with others through the provision of information and education, and service delivery.

Culturally Responsive Pedagogy (CRP) has become an emerging strategy for improving low-income communities' educational outcomes. This school-community-based ethnographic case study investigates CRP strategies for improving education outcomes in a Ghanaian rural Basic School. The data collection included student assignments, focus group discussions, teachers' reflective essays, interviews, and field observations in a Ghanaian Basic School and its community. Using CRP theorisation and Bourdieu's socio-cultural theory, a thematic analysis of qualitative data found that the participating rural students' aspirations and school success priorities were heavily shaped by their immediate environment, embedded cultural capital and significant social others -- especially their families and teachers. Teachers' cultural capital, including: 1) socio-cultural knowledge of their learners' background, 2) development of local cultural competencies and 3) forging school-home collaborative cultures facilitated rural schooling success. Therefore, the study argues for a grassroots approach to teacher development and a school-community collaborative approach to learning through a greater harnessing of home cultural capital as a critical strategy for re-positioning CRP for improved education outcomes for rural children in Ghana.

This paper explores students' perceptions of faculty-mentored research by drawing on the experiences of final year undergraduates sampled from a public university in Ghana. Embedded in a qualitative approach, the paper employs the cognitive interest and expectancy value theories, which model interests and satisfaction as predictors of affection and/or disaffection for an activity respectively. From these theoretical viewpoints, the paper argues that the interest and utility derived from faculty-mentored research explain students' perceptions of this writing activity. Following this premise, students' perceptions of faculty-mentored research defy a single characterisation. The students' perceptions of this writing activity straddle two polar perspectives. From one end of the polarity, the students perceived faculty-mentored research as an asset. As an asset, this writing activity facilitated the development and acquisition of skills and competencies relevant to career and academic progression. Besides, faculty-mentored research broadened participants' understanding of social processes and phenomena. However, from the opposing end of the spectrum, faculty-mentored research is perceived as a liability since it exposed students to challenges that affect overall performance and well-being. The paper highlights how interests and perceived benefits affect students' subjective views on the place of faculty-mentored research in undergraduate education. The emergence of these divergent perceptions amplifies the call for freedom in the choice of faculty-mentored research as a component of the undergraduate course structure.

This research explores how primary school teachers use games to enhance pupils' learning and development of conceptual knowledge. The study employs an illustrative case study design; data was collected through interviews with thirty (30) teachers who were selected using purposive sampling technique. Twenty teachers had some knowledge of game-based learning, ten teachers, however, did not know anything about the concept game-based learning. The results show that the use of non-digital games of different kinds to engage pupils is common in the learning of Maths, English, and Science. Teachers ascribed positively that the integration of game-based learning motivates pupils to come to school, actively engages them in the learning process, helps pupils to easily assimilate lesson contents, makes lessons lively and fun, and builds collaborative skills amongst pupils. Inadequate resources, noisy classes, time constraints, large class sizes, the reluctance of some pupils to participate, and inadequate knowledge are challenges reported by the teachers.

School heads or principals have various roles in developing school quality, which can often be stressful. In this study we investigated principals' perceptions of quality schools, the practices performed to improve quality, and the stress and support factors involved. We adopted a qualitative inductive content analysis approach to analyse the transcribed data collected from 14 principals of senior high schools in the Volta region of Ghana. The findings show that principals perceive quality schools as having high academic performance, quality teachers, and adequate resources coordinated in a well-organised system. Furthermore, the results reveal practices that principals perform to improve school quality, such as promoting staff professional development, supporting students' intellectual and skills development, supervising teachers, and providing resources. On the other hand, supervision, non-cooperation of some teachers, inadequate resources, and administrative bureaucracy were revealed as causes of stress in improving school quality. Facing these challenges, the principals relied on their academic qualifications and experiences when engaging in practices to improve school quality. We recommend further research on the possibility of principals using technology to monitor the presence of teachers in classrooms from their offices.

The impact of Muslim parents on their daughters' sports and games in inclusion varies, spanning from progressive endorsement due to the physical and social advantages to reservations grounded in traditions and religious convictions. This has culminated in limited Muslim female inclusion in sporting events. This study explored the inclusion of female Muslim students in sports and games in Islamic schools using a qualitative research approach with 20 participants, which include 10 teachers and 10 parents. Concerning parents' and Islamic teachers' perceptions of Muslim females' inclusion in sports and games, three core thematic areas were revealed: positive influence on character development, school for Important Skills, and secret Code for Success, which favourably influences the diverse development of Muslim girls. Numerous considerations at individual levels of the Social Ecological Model (SEM) influence parental decisions about Muslim female sports inclusion. Individually, parental choices are induced by weighty factors, including religious convictions (prayer periods), cultural principles, and modesty concerns. The study further unearths how teachers shape the sports climate at the organisational level. The organisation's endeavours to provide inclusive and supportive settings for Muslim female girls are shown in the adaptation of activities, deliberate education and awareness promotion, partnership promotion and incorporation of scientific notions into sporting events. As sports are seen as important educational instruments for fostering the development of Muslim female students, they must be integrated into the curriculum. Stakeholders in the education sector must collaborate to guarantee Muslim female students receive a fair opportunity to excel in sports and games while respecting their cultural and religious beliefs utilising these synchronised initiatives.

This study explores university students' perceptions of how the classroom learning environment and Economics teachers' instructional practices promote learning in higher education (HE). The purpose of the study was to develop and empirically test a framework that characterises quality Economics instruction. Based on a literature review, a conceptual framework was built consisting of 75 attributes related to quality teaching and learning of Economics. To test the validity of the framework, a cross-sectional survey design was adopted to collect the data on students' evaluation of teachers' effectiveness in promoting students learning. The study respondents comprise 403 students sampled from four public universities in Ghana. Exploratory and confirmatory factor analysis suggests that the conceptual framework is valid and reliable and can effectively be used to evaluate quality Economics instruction in higher education. The results indicate key areas that are beneficial concerning student perceptions of teacher effectiveness in promoting student learning. These include planning and preparation, scaffolding of instruction, classroom communication, classroom management, classroom learning environment, and teacher characteristics. We argue that these factors are significant predictors of quality Economics instruction in HE and suggest a model that can be used as an effective evaluation tool or training toolkit for ensuring high-quality teaching involving Economics. HE authorities need to constantly evaluate Economics teaching in the key domain areas based on students' feedback to improve upon quality teaching and learning.

History teaching and learning can be improved through pedagogically innovative practices. In the face of technological advancement, this study examined the effectiveness of mobile blended learning on the academic performance of senior high school history students. The study adopted a quasi-experimental research approach using a pretest-posttest nonequivalent groups design. The study employed a teacher-made test to gather data from two intact senior high school final-year history classes in Central Region, Ghana. The two classes were grouped into control and experimental groups. The control group participants were taught using conventional instruction, while the experimental group participants were taught using mobile blended learning through WhatsApp Messenger and adapted YouTube videos. The study revealed that mobile blended learning had a significant effect on the academic performance of history students. The findings also demonstrated a gender gap in the academic performance of history students when taught through mobile blended learning, with female students outperforming their male counterparts. The study contributes new insights for pedagogical innovation in history teaching and learning in the under-researched context of Ghana. It further makes links between mobile blended learning and historical knowledge in Ghanaian schools and offers views on equitable access to and use of technologies in schools. The study implies that there should be a comprehensive and thoughtful approach to history teaching and learning, incorporating mobile blended learning, addressing gender disparities regarding mobile blended learning use, and ensuring equitable access and learning outcomes.

There is empirical evidence on the factors influencing students' understanding of various subjects in higher educational institutions. However, there is a deficit in studies about the link between teacher knowledge and teaching methods on students' understanding of corporate governance course. Thus, this study investigates whether students' understanding of corporate governance in Ghanaian universities is related to teacher knowledge and teaching methods. This study adopts quantitative approach and cross-sectional design to collect from 1,050 sampled students from three public universities in Ghana. We use descriptive statistics and Pearson correlation techniques to analyse the data. The results show that there is a significant positive correlation between teacher knowledge and students' understanding of corporate governance. Furthermore, teaching methods have significant positive correlation with students' understanding of corporate governance. This study has provided a conceptual framework that indicates how teacher knowledge and teaching methods may relate to students' understanding of corporate governance in higher education from the perspective of a developing country. Additionally, this study shows that to promote students' comprehension of corporate governance, there must an understanding of how teacher knowledge and teaching methods can overlap to address the challenges confronting governance education in developing countries.

This study investigates the integration of 21st-century skills into the teaching practices of pre-service teachers during their off-campus experiences. Focusing on essential skills such as critical thinking, collaboration, communication, creativity, self-direction, and the use of technology, this research aims to identify which skills are most effectively applied by pre-service teachers in real-world settings. Data were collected from 370 final-year pre-service teachers using a cross-sectional design and a tailored survey instrument adapted from Ravitz's work. The findings indicate that pre-service teachers most frequently integrated technology use and self-direction into their teaching practices. Conversely, skills such as critical thinking, collaboration, communication, and fostering creativity were less commonly applied. No significant gender differences were found in the application of these skills among pre-service teachers in the Central Region of Ghana. These results reveal insights into the readiness and capabilities of future teachers to integrate essential 21st-century skills into their teaching practices, underscoring the critical role of teacher education programmes in preparing educators for the demands of modern classrooms. The study highlights the importance of continuous professional development and the incorporation of innovative teaching methodologies to enhance educational outcomes.

Behaviour change communication (BCC) remains a central component of the interventions used in the fight against malaria in Ghana. However, there is limited evidence of its effectiveness. This study evaluated the effects of BCC strategies on knowledge (symptoms, causes and prevention) and overall knowledge of malaria among Ghanaian women aged 15-49 years. The propensity score matching (PSM) approach and logistic regression were used to analyse data from the 2016 edition of the Malaria Indicator Survey (MIS). Women who participated in community-level education or heard/saw media messages on malaria, or both, had significantly more knowledge of the disease than women who lacked access to any of these mediums of communication. The effect of these strategies on women's overall knowledge of malaria is about 2% to 4% and is higher on their knowledge of the symptoms (3% to 6%) and prevention (2% to 4%) than the causes (2%). The combined effects of both mediums of communication are relatively higher than the effect of either of them as a single medium of communication. Further analysis showed that improved knowledge of the disease is associated with higher preventive measures taken by women for themselves and for their children. The results are more significant in rural and poor households than in urban and non-poor households. These findings underscore the need for the Ministry of Health and its partner institutions to adopt an innovative approach which combines the two strategies in intensively educating Ghanaians, and women in particular, on the symptoms and prevention of malaria, giving due cognisance to households' socioeconomic status and geographical location.

The mere mention of mathematics and its related courses such as quantitative research methods drive down shivers and create anxiety among most students. However, this phenomenon has not will been addressed among preservice teachers. The purpose of this study was to examine the relationship between preservice teachers test anxiety and performance in quantitative research methods in education. And to achieve this purpose, a random sample of 313 preservice teachers from a teacher education University in Ghana were administered the test anxiety inventory (TAI) and the data analysed using both descriptive and inferential statistics. The results revealed a significant inverse relationship between test anxiety and preservice teachers' performance. Similarly, factors such as the examiner, the exam format, previous failures, examination time, presence of invigilator, and lack of adequate preparations were identified as determinants of test anxiety. In terms of coping strategies, it was revealed that respondents adopted cognitive, and educational strategies to mitigate the effect of test anxiety.

This study examines educational leaderships' perceptions of utilisation of teaching space facilities at the University for Development Studies, Ghana. A qualitative case study design anchored in the interpretivist paradigm was employed. The population for the study consisted of 13 educational leaders who are directly involved in matters relating to teaching space facilities within the institution. A semi-structured interview guide was used for data collection, and thematic analysis was applied for data interpretation. The study revealed that punctuality, absenteeism, and time preferences of both students and lecturers, were identified as key influences on lecture facility usage. The study concluded that departmentalised timetabling and management-related issues such as inaccurate data for room allocation affect the efficient utilization of teaching space within a university context. The study recommended that centralized timetabling should be planned and provision of adequate seating capacities in the instructional rooms for efficient utilisation of teaching space facilities in the institution.

The study aimed to explore the perception of pre-service teachers regarding the use of the red pen for corrections. A non-random sample of twelve (12) respondents, consisting of three experienced tutors from the Mathematics, Science, and English Departments, along with nine pre-service teachers, were interviewed. The data was analysed qualitatively using thematic analysis. Four themes emerged from the analysis: emotional response, impact on motivation and learning, perceived effectiveness, and teacher's intent. These thematic findings relate to students' perceptions of using red ink as a Japanese method of strength-based correction in Ghanaian schools. The use of red ink can affect students' emotions both positively and negatively and may serve as either a motivator or a demotivator, depending on the teacher's intent. Therefore, teachers should consider the individual needs and preferences of students when choosing the colour of the pen for providing feedback.

This study aimed to explore the correlation between students' performance in educational statistics and research methods in education, as well as investigate potential differences in performance based on their undergraduate programs. A cross-sectional design was employed, and data was collected from 170 students enrolled in master of philosophy programs in the department of education and psychology at the University of Cape Coast, Ghana. The correlation analysis revealed a strong positive correlation between students' performance in intermediate statistics in education and research methods in education. This indicates a close relationship between the two domains. The MANOVA analysis showed no significant differences in the linear combination of intermediate statistics in education and research methods in education scores across the different undergraduate programs. The tests of between-subjects effects further confirmed that the student's performance in intermediate statistics in education and research methods in education did not differ significantly across the different undergraduate programs. These findings contribute to the existing literature by providing insights into the correlation between educational statistics and research methods, and the influence of undergraduate program backgrounds on students' performance in these domains. The strong positive correlation between intermediate statistics and research methods highlights the importance of a solid foundation in statistics for understanding and applying research methods. Moreover, the consistent relationship across different academic backgrounds emphasizes the need for targeted interventions and support systems to enhance graduate students' competencies in these critical areas.

While many scholars recognize and criticize the politicization of education policies, scholarly attention to the strategies politicians utilize to politicize educational policy discourses remains limited. Focusing on the officials of Ghana's two major political parties, the New Patriotic Party (NPP) and the National Democratic Congress (NDC), as policy actors, this paper investigates how officials of these two parties operationalized discussions regarding Ghana's Free Senior High School Policy (FSHSP) to garner support for their parties while stoking resentment for their political opponents. The study employs a critical discourse analysis (CDA) framework and a dataset of 175 documents, including news stories, press releases, party manifestos, and government publications. The analysis reveals that both parties resorted to strategies of positive self-presentation and negative other presentation. The NPP contrasted its regime with the NDC's tenure and framed the NDC as a threat to FSHSP and the education of the poor and vulnerable. The NDC problematized and highlighted implementation bottlenecks while framing the NPP and FSHSP as threats to quality education. I argue that through these strategies, NPP officials aimed to maintain incumbency while NDC officials advocated a regime change. The paper concludes by emphasizing the potential risks associated with politicizing education policies.

This paper offers a literature synthesis on the role of artificial intelligence (AI) as a strategic policy instrument in tackling the challenges of Teaching and Learning (TL) within the Ghanaian educational context. By examining the current state and prospects of AI in education (AIEd), specifically in Ghana, this study highlights how AI can address unique educational challenges faced by Ghanaian students and educators. It adopts the dual instructor (AI and Human) model as a conceptual lens to examine how AI can revolutionize TL methodologies, thereby equipping learners for an AI-centric future. Our findings suggest that AI holds considerable promise for enhancing student engagement, personalizing learning experiences, increasing educator efficiency, and improving administrative processes. However, fully harnessing AI's potential in education requires a strategic, contextually sensitive approach that addresses Ghana's distinct cultural, economic, and infrastructural realities. Furthermore, integrating AIEd initiatives with overarching educational objectives is essential to maximize teaching effectiveness, student involvement, and administrative productivity. By adopting a strategic, informed, and collaborative methodology and implementing the suggested recommendations, Ghana can leverage AI to significantly upgrade its educational framework, better prepare its students for future challenges, advance its educational and developmental ambitions, and ensure AI deployment is equitable, ethical, and impactful. This study contributes to the emergent discourse on AIEd in Ghana and other similar contexts, highlighting the need for strategic policy implementations.

Understanding how demographic characteristics influence students' technology adaptation is crucial for effective online learning. This study explored the impact of these characteristics on distance education (DE) students' technology adaptation at a sub-Saharan African university. Using a descriptive survey design with a highreliability score (Cronbach's Alpha = 0.898), data were collected from 200 DE students across 14 study centres. The study tested seven hypotheses, employing statistical analyses like ANOVA, t-tests, and post hoc tests. Results revealed that while gender and employment status did not significantly affect technology adaptation, age, academic programme, academic level, and study centre did. Students aged 26-35 adapted better, with those in Mathematics and English programs showing higher adaptation scores compared to those in the Postgraduate Diploma in Education (PGDE) program. Additionally, higher-level students and those from well-resourced study centres demonstrated superior adaptability. The study suggests providing targeted support based on age, academic programme, and study centre resources to enhance technology adaptation in DE. To further improve students' technology proficiency, the study recommends that DE institutions offer regular training sessions and workshops to help students navigate online platforms, use digital libraries, and maximize productivity tools.

Writing a quality research abstract is crucial for a scholarly report. An abstract should be informational and lexically dense, be formal, and have a professional tone. This requires precision, objectivity, logicality, technicality, and comprehensiveness. However, writing a good research abstract is a hurdle for novice and inexperienced undergraduate students who study English as a second language worldwide. This study investigated the research abstracts written by undergraduate medical students who also studied the English language at the University of Health and Allied Sciences in Ho, Ghana. A qualitative-quantitative approach, guided by Hyland's five-move model, was used to analyse the lexico-grammatical features in the rhetorical moves of the research abstracts written by these students. A corpus of 23 extracts representing a quota of sample tenses, hedges, boosters, and nominalisation was analysed. The data were coded manually and presented as frequency counts and percentages in tables and graphically. The results revealed that rhetorical moves in the research abstracts written by the students were filled with simple past, simple present, and perfect tenses, alongside lexico-grammatical devices such as hedges, boosters, and nominalisation to a greater or lesser extent. We conclude that the research abstracts follow Hyland's rhetorical five-move model, and comprise specific lexico-grammatical features. The pedagogical implications are discussed, and suggestions for future research are provided.

The role of language in education policies and the importance of civic engagement are well documented. What is less clear is how they converse with one another to inform how to develop active citizens who are empowered in their mother tongues. Building on a conceptual framework of civic engagement and linguistic injustice, this article asks: After the implementation of the 1971-1994 and 2004 medium of instruction education policies in Ghana, what language did Ga youth learn in, in practice? What are the intersections between Ga youths' relationship to language and civic engagement participation? Together, these questions inform understanding of youth educational experiences, Ga people's perception of the vitality of their language, and their responsibility to the community. In interviewing 22 Ga people in Ghana during the summer of 2022, I find that despite policy encouraging mother tongue instruction, most participants learned in English during primary school. Additionally, contrary to the notion that there is a disinterest in civic engagement amongst Ghanaian youth, findings show Ga youth find part of their civic responsibility to lie in passing on the Ga language to preserve their culture, land, identity, and the future of their community.

The study explored lived experiences of major stakeholders with regard to Inclusive Education (IE) practices in mainstream public basic schools using heuristic inquiry of descriptive phenomenological approach. The sampled participants were selected using purposive sampling technique. Six set of semi-structured interview guides were used to collect the data. The data were manually analysed reflexively using Braun and Clarke six-phase model of thematic analysis. The study revealed that there is some level of misconception about IE on the part of stakeholders. Also, these stakeholders have malfunctional experiences regarding their lived experiences of IE practices in schools. Nevertheless, when teachers are able to employ innovative, gender and culture responsive instructional strategies that take into consideration the sociocultural and Special Education Needs and Disabilities differentials of learners, they will be able to ensure inclusion of all learners. Regular organisation of in-service trainings to stakeholders, particularly those in the working and lower classes, regarding the conceptualisation and practices of IE based on our IE policies and laws will help in ensuring that we educate all learners in well-integrated school settings.

This study delves into the intricate relationship between pre-service teachers' (PSTs') Mathematical Knowledge for Teaching Fractions (MKTF) and its influence on their teaching practices. Grounded in the premise that MKTF domains exhibit interconnectivity, shaping the constructs of teaching practices, the study employed the mathematical task framework and the framework for mathematical knowledge for teaching. Utilizing the Mathematical Knowledge for Teaching Fractions test and the Teaching Practices test, data were collected from 171 PSTs. Regression analyses uncovered significant effects of MKTF domains on five teaching practice components, underscoring the pivotal role of a teacher's mathematical knowledge in effective teaching. Notably, among the six MKTF domains, the KCFS domain emerged as the most fundamental, strongly predicting various MKTF domains and influencing teaching practice constructs. This study underscores the significance of the KCFS domain in shaping both MKTF domains and instructional practices. The findings bear implications for the education of PSTs in Ghana and other nations facing similar educational landscapes.

This article provides a chronological analysis of the historical development of social studies in Ghana with a focus on the impact of international donor agencies. The influence of donor agencies on the introduction and implementation of social studies in the Ghanaian general education curriculum shows that post-colonial countries struggle with developing curriculum that is independent of colonial powers and germane to national needs. This article delves into the introduction and implementation process of social studies education highlighting five influential reforms in Ghana that happened between 1951 and 2007. This study provides an overview of Ghana's key educational reforms and the most important factors that influenced those reforms. Studying the past and present social studies education curriculum and its historical context in Ghana offers educational leaders insights and cautions to guide and inform future reforms in social studies education, ideally to avoid similar problems.

Background: Many studies have been done in the past to compare country-specific curricula to international standards. However, there is an apparent lack of literature that focusses on evaluating the alignment of country-specific early grade mathematics curriculum to the Global Proficiency Framework (GPF) for mathematics. Aim: This study aims to investigate how the domains of the national early grade mathematics curriculum and the Bachelor of Education curriculum for pre-service early grade teachers in the Colleges of Education (CoE) in Ghana align with the GPF for mathematics. Setting: The study was conducted in Ghana using the national early grade and Colleges of Education (CoE) curricula. Method: Document analysis was employed to compare the list of domains in the GPF to the lists of domains in the Ghanaian national early grade mathematics curriculum and the Bachelor of Education curriculum. Results: The results showed an alignment in the list of domains in GPF and the two curricula. The Bachelor of Education curriculum included theories of early-grade numeracy development which was absent in the GPF. The indicators in the two curricula were found to have exceeded the global minimum proficiency levels in the GPF. Conclusion: The results showed an alignment between the GPF and the two curricula signifies that the mathematics curriculum used for teaching early grade learners in Ghana meets international standards and can help learners compete on a global scale in mathematics learning. Contribution: The study provided valuable insights for policy-makers to consider while making decisions about curriculum standards and teacher training programmes. This is a significant step towards enhancing the quality of early grade mathematics education in Ghana.

School management committees' (SMCs) roles are crucial in the smooth, unfettered administration, development and provision of quality basic education. However, the preponderance of research evidence available indicates that in sub-Saharan Africa SMCs are not adequately involved in preparing and implementing school performance improvement plans (SPIPs). This study surveyed 298 SMC chairpersons and members in the South Tongu District (STD) of Ghana to investigate their knowledge and participation in SPIPs. The results showed that SMC members' limited knowledge of and low involvement in SPIP preparation and implementation were lower than the Ghana Education Service required, which hindered success and contribution to high quality teaching and learning in the schools. These results have implications for improving the quality of education for all by increasing their access to data, technical assistance, and financial resources at the basic school level. We recommend against this backdrop that the STD Education Directorate, in collaboration with the STD Assembly, conduct periodic training workshops, reward success, and provide clear guidelines and expectations to increase SMC members' knowledge and participation in successful SPIP preparation and implementation. Further research needs to focus on SMC members' capacity for sustained school improvement through education policy initiatives at the district and school levels.

The study compared two survey datasets from higher education students in Germany and Ghana regarding access to digital devices; perceived value of digital media, tools, and services used for learning; gap analysis of the actual and desired use of digital teaching and learning formats; and types of media usage profiles among students. The findings underscored commonalities between the two groups, revealing that students in both contexts are equipped with mobile devices, and are highly utilized for their learning. Similarly, both student groups exhibit a preference for utilizing external media, tools and services not owned nor administered by their respective universities. However, a stark contrast emerged in terms of the provision of, and expressed demand for digital teaching and learning formats, attributable to significant disparities in the underlying internet infrastructure and service provision between the two countries. The high intensity in the use of videos, social networks and messaging applications means majority of the students in both contexts were classified as entertainment users of media by means of a latent class analysis. While students in Germany showed differentiation between non-traditional and traditional students in terms of their media usage patterns, there was little differentiation among Ghanaian students. The study concludes by offering suggestions for enhancing support for non-traditional learning and improving digital education in Ghana and similar contexts.

Black African students are increasingly choosing the United States as their preferred destination, and many choose to study at predominantly White institutions (PWIs). The purpose of this qualitative study was to investigate reasons that may influence their identification and commitment to those PWIs. We interviewed 20 sub-Saharan Africans at two predominantly White Southeastern universities. Findings revealed that construed external image, overall satisfaction with the school, promotion of the institution, and willingness to maintain membership shape the extent to which Black African students are identified and committed to their university of choice. Furthermore, the study also found that prestige does not appear to influence Sub-Saharan African students' identification and commitment to a school in the United States, but race has mixed effects depending on how it gets interpreted by students. These findings suggest implications for research and practice for student affairs professionals to better serve and retain their international populations.

The aim of the study was meant to investigate the moderative role of pre-service teachers' interest on mathematics achievement, attitude and anxiety during teaching and learning process. The study was conducted at Akrokerri College of Education Adansi, Ghana on pre-service teachers with a population of 300. A sample of 206 pre-service teachers were involved in the study. Questionnaires were designed with regards to the four main constructs identified in the study. The questionnaires were analyzed using the structural equation model. The findings revealed that pre-service mathematics teachers' attitude has a direct positive effect on pre-service teachers 'mathematics achievement. Mathematics anxiety has a positive effect and is statistically insignificant on mathematics achievement. Finally, the moderating effect of mathematics interest on the relationship between mathematics attitude and mathematics achievement result was negative and it is statistically insignificant.

Early Childhood Care and Development (ECCD) directors are crucial for sustainable quality ECCD centre management, leading to a focus on efficient 21st-century practices. Planning principles are essential for managing the complexity of early childhood education services. This paper aimed to explore how ECCD directors plan management activities in their centres in Ghana. The study was conducted in sixteen ECCD centres located in five metropolitan and municipal districts within the Greater Accra Region of Ghana. The study involved 20 participants, including directors/head teachers and board members, selected using a purposive sampling strategy. Data were collected through interviews and document reviews. Although evidence from the study showed that ECCD directors put much effort into managing their centres, the study found that ECCD directors experience various challenges concerning applying the basic management principle of planning at their centres. In this article, the authors contend that planning is a crucial management function that sets achievable goals in line with the ECCD centre's vision and provides direction for actions to achieve ECCD goals. In addressing the identified challenges, the researchers developed a systems-based planning framework to guide directors in their planning roles at the ECCD centres. [Note: The page range (125-138) shown on the PDF is incorrect. The correct page range is 125-137.]

The present study explores the integration of critical thinking skills concepts in agricultural project management instruction at the undergraduate level, using the traditional classroom theoretical approach and a blended learning model. The study, encompassing 118 undergraduate students, compares the effectiveness of these methods in enhancing students' understanding, measured through examination scores, group presentations, and students' overall perceptions of the use of the methods. Students achieved a mean examination score of 64.82% under the traditional approach and 72.66% for the blended learning approach. Statistical analysis, including a t-test, revealed significant differences favoring the blended approach. Additionally, performance assessments using six criteria during presentations yielded varied mean scores. ANOVA analysis showed a significant difference among the groups, and post hoc tests highlighted distinctions between specific groups' means, emphasizing the effectiveness of blended learning in enhancing students understanding. Students' perceptions, gathered through a 5-point Likert scale, underscored satisfaction with the blended approach due to its flexibility, catering to diverse learning styles, and fostering critical thinking skills. We recommend institutions strengthen project management instruction by adopting blended learning, emphasizing critical thinking, and prioritizing continuous assessment and student-centric approaches since they cultivate an engaging learning experience, preparing students for managing future complexities on projects. [Note: The issue number (25) shown on the PDF is incorrect. The correct issue number is 24.]

The study examined how local artisans and mathematics teachers think the Akan traditional art might help senior high school students learn geometry. The Akan people live in Ashanti Region of Ghana. The study targeted experienced mathematics teachers and Akan traditional art experts. Seven experienced mathematics teachers and three craftsmen were chosen using purposive sampling. We conducted interviews with participants using a semi-structured guide to collect detailed data. The data was thematically analysed. The analysis revealed four themes; demonstrating how teachers use students' experiences to build new knowledge and help them apply it to new situations. We conclude that geometry is linked to the Akan culture and encourage instructors to adjust school geometry accordingly and also encourage ethnomathematics research. [Note: The page range (81-100) shown on the PDF is incorrect. The correct page range is 81-101.]

This article explores the formal localization of Open Educational Resources (OER) in Ghana, focusing on the remixing of human rights courses for youth and young adults. While working with an NGO that focuses on providing educational resources to low bandwidth areas, partner teachers in Ghana remixed openly-licensed human rights content provided by the Geneva Office for Human Rights Education (GO-HRE) for local delivery. Localization is crucial to ensure relevance and accessibility of educational materials to diverse learners. By adapting materials through localization, educators can address cultural and contextual mismatches, thereby enhancing comprehension and learning outcomes for a wider range of students. This process acknowledges and respects the diversity of learners and promotes inclusivity in education. This study examines the challenges faced by teachers in formal localization and identifies principles that guide effective localization practices. The research methodology involved qualitative interviews with facilitators who taught a human rights course using OER. The results revealed two main challenges of formal localization: conceptual newness and burdensome effort. Participants lacked awareness of the concept of remixing and open licensing, and they faced challenges related to the demanding nature of the localization process. However, two key principles for effective formal localization emerged: focusing on method and leveraging teacher knowledge. Teachers sought to localize the delivery and method of instruction rather than the subject matter, and they leveraged their own knowledge of students and pedagogical practice to adapt the content. Results highlight the assumptions, implications, and recommendations for OER designers and researchers. Designers should consider the cultural and contextual differences between global and local contexts and collaborate with local teachers to facilitate effective formal localization. Informal localization, driven by social relationships and practical choices, is also recognized as a significant aspect of OER adaptation.

Digital transformation (DT) has become essential for higher education institutions (HEIs), with its value becoming increasingly evident since the COVID-19 pandemic. This holds true for HEIs in developing countries as well, where DT is a strategic priority despite the challenges posed by the digital divide. Leadership is recognized as both a critical factor and a prerequisite for successful implementation of DT in HEI within such contexts. This study explored challenges and leadership responses that facilitate successful DT implementation in the context of Ghanaian HEIs. The study aims to offer insights for policymakers, administrators, and stakeholders within African HEIs, to facilitate the development of contextually relevant and effective DT strategies. Employing a qualitative multiple case study approach, data was collected through semistructured interviews with senior administrators leading Open, Distance, and Digital Education (ODDE) implementation at three Ghanaian public universities. Thematic and content analysis were then used to analyze the interview data. The findings revealed that the universities were driven to pursue DT initiatives by both internal demands (e.g., to improve existing service delivery through technology) and external pressures to use the affordances of technology to increase access and participation through non-traditional learning modes. Despite facing structural, technological, and human resource challenges, the study observed positive signs of leadership-enabled DT initiatives to support post-COVID-19 efforts. However, these efforts have unfolded within a less coordinated policy climate and have been predominantly driven topdown, with Vice-Chancellors initiating and spearheading digital leadership responses. Meanwhile, there was little evidence of cross-cutting leadership across the universities to support DT efforts. The study concludes by arguing for the contextualisation of DT in higher education and offers suggestions for university leaders in Ghana and other relevant developing contexts to enhance their DT efforts.

Student interest in studying history is in decline in Ghana, as it is in secondary schools in many other parts of the world. Can student interest be stimulated, and can they be better served, by a curriculum that includes a focus on community, belonging and co-creation? This article details a preliminary intervention of just such a learning unit in a high school in Central Region, Ghana. Using a framework aligned with the historically responsive literacy approach, this programme supported student-directed research into aspects of local and personal history. The evidence from this study suggests that student motivation did increase, justifying an expanded future study of greater length, with additional participants, and building on the lessons from this preliminary effort.

The development and acquisition of science process skills (SPS) in science education are closely linked to the development of 21st-century skills and improvements in academic performance. To help facilitate the development of SPS in learners, teachers should acquire and exhibit SPS. This study assesses the SPS acquired by final-year students in a college of education who are pursuing a bachelor's degree in education, using regression correlation to find relationships between their acquired SPS, entry qualifications and academic performance. A parametric achievement test was used to assess the SPS acquired by the student teachers and extant data were used to construct their entry qualifications and academic performance. The data for the study were collected from 236 student teachers in four science colleges affiliated with the University of Cape Coast in Ghana. The results indicated that SPS contributed more to better academic performance than did students' entry qualifications. However, the nature of assessment of academic performance was such that basic SPS was a better influencer of academic performance than integrated SPS. It is recommended that, aside from entry qualifications, SPS acquired by candidates aspiring to pursue science programmes in tertiary institutions should be considered for admissions, and academic assessment instruments should be improved to encourage acquisition and development of integrated SPS.

This paper seeks to gain insights into teachers' perceptions, and readiness to integrate information and communication technology (ICT) tools in mathematics instruction. A mixed-methods approach was employed, involving surveys and interviews with a sample of high school mathematics teachers. The study involved 90 mathematics teachers working in three senior high schools in Kumasi metropolis in Ghana. The study revealed that teachers generally hold positive perceptions of the benefits of ICT tools in mathematics teaching. They strongly agree that ICT tools enhance students' understanding of mathematical concepts and improve their engagement and motivation in mathematics classes. Teachers also recognize the potential of ICT tools in promoting problem-solving skills and providing opportunities for differentiation and personalized learning. However, opinions regarding student-centered learning, exploration, and creativity through ICT tools were more varied, suggesting a need for further investigation and support in these areas. In addition teachers expressed the need for continuous training on specific tools, curriculum alignment, and assessment methods.

This study aims to understand the effectiveness of online training for pre-service and in-service teachers by exploring any differences between pre-service and in-service teachers' satisfaction and learning following an online professional training video. Additionally, the study focused on evaluating any differences in satisfaction and learning of pre-service and in-service teachers based on age, experience, subject taught, and grade level, as well as nationality. An online 20-minute video session was shown to the participants and a survey questionnaire, based on the Kirkpatrick Model, was used to explore their reactions and learning. The study employed Exploratory Factor Analysis (EFA) with independent sample t-test and ANOVA techniques to compare the training outcomes in pre-service and in-service teachers' satisfaction and learning. The results showed that the teachers were highly satisfied with the video assessment, content, and content structure. Moreover, there was no significant difference found in satisfaction levels or learning between in-service and pre-service teachers. Furthermore, no impact of age, experience, grade taught, or subject taught was found, though nationality was found to impact satisfaction with the video. The study recommends the expansion of similar online professional development programs, considering the high levels of satisfaction among pre-service and in-service teachers alike. Personalization of content to accommodate diverse learner needs, learning preferences, and backgrounds is suggested to further enhance satisfaction and learning outcomes. Lastly, this study's findings emphasize the need to improve teacher training programs, especially in different geographic and cultural contexts, to increase teaching efficacy and address the unique challenges teachers face.

Effective school leadership calls for the sharing of leadership responsibility in the area of supervision of instruction and other related activities of an educational institution. Such leadership styles and practices ensure high curriculum coverage and tend to offer better learning opportunities for students. This study employed a concurrent mixed- method design to explore the influence of Colleges of Education (CoE) authorities' leadership styles and practices on school effectiveness of the two teacher education colleges in the Upper East Region of Ghana. The study comprised second-year and third-year students, tutors and leadership of the colleges. A sample size of three hundred and eight (308) was utilised. A simple random sampling technique was used to draw both second year students and tutors. A cluster sampling technique was also used to cluster the population of the third- year students and a simple random sampling technique was then subsequently used to draw the students who were out in the field for their internship. Intensity case sampling technique was used in sampling school leadership. Two instruments namely an in-depth interview guide and a questionnaire were used to elicit responses to address the research question. The interview guide gathered responses from college leadership and the questionnaire was administered to both students and staff. The study revealed that college authorities use human-centred approaches in the management and governance architecture of the colleges, delegate responsibility to subordinates and adopt participatory decision-making mechanisms that bring on board internal publics to the decision-making table. The study largely disconfirmed Douglas Mc Gregor theory X assumptions. The study recommends that college authorities should continue to engage students and staff in the governance and management of their respective colleges and also expand the frontiers of the existing collaborations among internal publics of the colleges. In light of the foregone, authorities should continue to utilise democratic, shared and transformational leadership styles.

The study was a descriptive survey which sought to assess how Junior High School teachers in the Kwadaso Municipality in Ghana reflect on their practices in the classroom. The target population for the study was teachers in public Junior High Schools. Convenience sampling procedure was used to select 72 teachers. Questionnaire was used for data collection. The reliability coefficient of the questionnaire was 0.88. Means and standard deviations were used to analyse the data. The findings showed that teachers reflect their practices to ensure effective delivery of their lessons. Teachers practically reflected by talking about their classroom experiences with their colleagues. Teachers cognitively reflected by reading books related to effective teaching. Teachers should be encouraged by the Ghana Education Service to keep reflecting to improve their practices.