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There are situations where teachers accustomed to years of traditional teaching are tasked with implementing inquiry-based science teaching in schools nationwide, with few professional developments to change their self-efficacy. The implicit expectations are that teachers' self-efficacy will improve as they implement inquiry-based practices over time. This study explored self-efficacy levels of science instructors outside of the professional development context; and combined concepts from social cognitive and curriculum implementation theories and findings to explore effective ways of implementing inquiry-based teaching practices in schools. We collected, analysed, and triangulated quantitative and qualitative data from a larger sample of 308 and subsample of 18 junior high school science instructors. We found that science instructors outside the professional development context had low self-efficacy of inquiry-based but high self-efficacy of traditional teaching practices. We also found that there were statistically substantial differences in self-efficacy of science instructors outside of the professional development context, based on school type, school location, and academic qualification. From combination of concepts from social cognitive and curriculum implementation theories and findings from the study, it was ascertained that differentiated and phased approach to implementation of inquiry-based teaching practices needs to be adopted in various schools of diverse teachers with different self-efficacy levels. Different teachers in different schools with different levels of self-efficacy may start implementing inquiry-based practices with different content knowledge, teaching skills, and progress at different rates.

The quest to investigate the role of support services (SS) in trainee teacher performance for education programmes (EP) provided via distance education (DE) prior to this paper remained inconclusive. This paper demystifies the challenge by examining the impact of SS quality for both trainee teachers and tutors on learning outcomes, addressing two research questions: (i) the influence of the input variable on the output variable, and (ii) the predictive potential of SS in performance discourses. A hypothesis was also tested to determine outcome differences based on respondents' sex. Using multi-stage sampling procedures, 329 tutors and 397 students were selected to respond to questionnaires and lesson observation sheets, following an explanatory design from a nationally recognized DE provider. Data were analyzed using the Pearson correlation coefficient, independent samples t-test, and multiple linear regression. Three key findings emerged: (i) SS quality for trainee teachers and tutors positively relates to performance, (ii) a statistically significant difference exists between trainee teacher SS quality and performance based on sex, and (iii) 39% of the variation in trainee teacher performance is predicted by SS received, while tutor SS predicts 15%. These conclusions suggest a strong connection between SS and trainee teacher performance. Consistent with these findings, it is recommended that the DE service provider implement SS that meets the instructional needs of trainee teachers to enhance learning outcomes. Institutions in similar contexts can leverage these findings to review and redesign their education programmes to achieve optimal performance outcomes among teacher trainees.

Just as we can't expect actors trained primarily for the stage to perform the same way in films, conventional Public Speaking (PS) must adapted to digital environments. This shift emphasizes the need to treat Digital Oratory (DO) as a separate, skill-based discipline. Our research aims to examine DO instruction in English as a Foreign Language (EDO) at the high school level. To evaluate the integration of Constructivism, Connectivism and Multimedia Learning Theories in EDO training, a mixed-methods study technique was employed, which involved creating a structured questionnaire, validating and disseminating it to communication experts (N = 52) worldwide. We have uncovered that EDO shares many fundamental characteristics with traditional PS while exhibiting distinct features. EDO prioritizes "creativity, active listening, and leadership" while also addressing the technical and digital competencies necessary for effective communication. Key challenges in implementing EDO courses include the "lack of teacher training," "institutional support," and "inadequate technological infrastructure." EDO embraces an audience-centered and technology-based approach to communication training. "Persuasive," "prepared," and "impromptu speeches," dynamic "feedback," and interaction with the audience, as well as a balanced approach to the training of the rhetorical canons are an integral part of EDO. EDO training equips individuals with essential skills for 21st-century professional and personal development.

This study sought to determine how tutors within the College of Education (CoE) scope at Ada, and in Accra, both townships in the Greater Accra Region, react to emotional intelligence and marital satisfaction. An expressive survey research design was used in the study to gather data from 96 married tutors, utilising structured questionnaires and simple random selection. The study's goals were to identify the variables that affect tutors' marital satisfaction, the gender differences in tutors' emotional intelligence, and the relationship between emotional intelligence and tutors' marital contentment. Means, standard deviation, independent sample t-test, and Pearson's correlation, among others, were used to evaluate the data. The primary finding of the study revealed that demographic specifications, such as gender, ethnicity and religion, are not linked with marital satisfaction, while age, education and income are associated with marital satisfaction. Generally, this study sheds light on the relationship between emotional intelligence and marital gratification of tutors within the colleges of education at Ada and in Accra. The findings, in fact, could be helpful for educators, and other stakeholders, in enhancing the emotional intelligence and marital gratification of tutors, which could, in turn, contribute to improved academic outcomes and overall job performance.

This study examined the effect of antecedents of artificial intelligence (AI) on the productivity of academics in higher education. The study was guided by the pragmatic epistemic perspective predicated on the concurrent integrated mixed-method design used with the support of a Google softcopy version of the semi-structured questionnaire (closed and open-ended questions) to collect data from 663 academics from higher educational institutions in Ghana, Nigeria, South Africa, Mexico, Germany, India, and Uganda. The quantitative data were analysed with descriptive and inferential statistical tools while thematic pattern matching was engaged to analyse the qualitative data. The study found that academics hardly use the main AI tools/platforms, and those mainly used for research and teaching-related activities were ChatGPT, OpenAI, and Quillbot. These AI tools were used mostly for general searches for information on course-related concepts, course materials, and plagiarism checks among others. The study further revealed that challenges associated with AI usage influenced the productivity of academics significantly. Finally, the availability of AI tools was found to engender AI usage but does not directly translate into the productivity of academics. The study, therefore, recommended that the management of higher educational institutions espouse policies, and provide timely information and training on the use of AI in higher education. The policies, information, and training provided should specifically address how to adopt different AI tools for specific aspects of teaching tailored and gravitated toward catalysing the productivity of academics.

This paper reports on a study that explored the roles of district and community-based education structures (DCES) in preparing, implementing, and communicating education policy initiatives at the district and school levels. A descriptive multiple-case survey design involving three purposefully selected districts was employed. The study used a multi-stage sampling technique involving simple random and purposive sampling to select 257 DCES members from 27 schools in 9 circuits within the districts. Quantitative and qualitative data were collected and analysed in response to three research questions. The results revealed that DCES members implemented several policy initiatives at the local level, including school feeding, capitation grants, free uniforms and furniture. The study also found that DCES members played critical roles in supporting the design and execution of education policy initiatives and employing various avenues to communicate these policy initiatives to the larger community. However, DCES members seemed to only focus on traditional means of preparing, implementing, and communicating policy initiatives. The study therefore recommends that DCES members should be empowered to employ innovative ways to support the preparation, implementation, and communication of education policy initiatives.

Whilst university-community engagement has become an important aspect of modern universities, it often tends to re/produce inequalities and power imbalances, reinforcing stereotypes and negative identities. Much attention on these inequalities has focussed on the experiences of community members. Students' identities and challenges in these programs are less explored. Drawing from qualitative data from three university-community engagement programs, and utilising Black feminist theory, this paper critically examines female students' gendered experiences and identities in the communities. Findings showed that participants are confronted with wide-ranging inequalities including stereotypes, sexual harassment, abuse, and misrecognition. Whilst participants navigate the inequalities they face, they unconsciously and consciously exhibit gender-typical behaviors and reinforce inequalities. The paper recommends a holistic action involving institutions, students, and community members to challenge the hegemonic discourses and practices that entrench and reinforce gendered typical and contradictory behaviors. Students should be empowered cognitively and psychologically to address the issues confronting them individually and collectively.

Recently, the Colleges of Education (CoEs) in Ghana were transitioned from Diploma-awarding institutions to Degree-awarding institutions. Concomitantly, STEM education is a priority for the government. In these colleges, teacher educators serve as both mentors and teachers to student teachers also known as mentees, who aspire to teach at the basic schools in Ghana. Nonetheless, not so much attention has been paid to these mentors particularly STEM teacher educators. Employing a qualitative research approach through multiple case studies, the research seeks to explore complex interplay among STEM teacher educators' self-efficacy, job satisfaction and work engagement of STEM teacher educators in the CoEs, particularly in light of the institutional transition and STEM prioritization. The findings reveal a strong interconnectedness among self-efficacy, job satisfaction and work engagement, with Ghanaian socio-cultural values and school contextual factors playing a significant. This study provides valuable insights that can inform the development of targeted interventions to support STEM teacher educators, thereby enhancing the overall quality of STEM education in Ghana.

Using quantitative approach, this paper investigates whether parental involvement play any role in improving students' academic performance at the tertiary levels in the Ghanaian context utilizing primary data and a standard statistical method known as ordinary least squares regression. A total sample of 613 students from Kwame Nkrumah University of Science and Technology (KNUST) was used for the analysis. With regard to the variable measurement, academic performance is measured using the students' cumulative weighted average. Again, this paper uses three measures for parental involvement -- parents visiting their wards on university campus, calling them to check up on them regularly and encouraging them to perform better in academics. The results reveal that there is a significant positive relationship between the measures of parental involvement and students' academic performance. Specifically, parents visiting their wards regularly, encouraging them and calling to check up improve academic performance by 0.005, 0.061 and 0.046 respectively. A significant negative relationship between age and academic performance is also revealed. There is also a significant positive relationship between belonging to a group and academic performance. The implication of the findings is that parents should as a matter of importance pay attention to their role by visiting, calling and encouraging their wards while they are on university campus. Doing these has the potential to improve the academic performance of their wards as revealed in this paper.

Current educational reforms in Africa aim to cultivate problem-solving and critical-thinking skills among early childhood learners through a democratic educational approach. Ghana's newly adopted standards-based curriculum prioritizes the constructivist theory of learning which, among other aims, seeks the development of children's critical thinking skills and their ability to critique existing knowledge. Critical pedagogy proves to be an educational approach capable of empowering students in this regard. Hence, this study investigated teachers' and pupils' perspectives on the role of critical pedagogy in achieving these educational aims. Employing an exploratory case study design, 12 teachers and 20 pupils in four public elementary schools in Sunyani-West Municipal were involved in this inquiry. The study revealed that teachers hardly embraced critical pedagogy. They viewed this educational approach as a threat to their authority and a potential instigator of disobedience among pupils. Conversely, pupils perceived themselves as lacking the right to critique societal norms due to established traditions. Moreover, the political culture of Ghana was cited as one of the major reasons teachers frown upon critical pedagogy in early childhood development. Based on these insights, recommendations for policy and practice have been offered for consideration.

This study investigated the impact of career preferences on the teaching self-efficacy of preservice accounting teachers. Employing a descriptive census survey, data were collected from 284 final-year preservice accounting teachers at two universities in Ghana. The study utilised an adapted Teacher Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy, along with demographic scales focusing on preferred career choices. Data analysis was conducted using an independent samples "t" test. The findings revealed variations in self-efficacy levels among preservice accounting teachers based on their inclination towards or away from a teaching profession. Preservice accounting teachers with a preference for teaching demonstrated higher self-efficacy in areas such as student engagement, instructional strategies, and classroom management. The study suggests that selection criteria for admitting students to accounting education programmes should consider career preferences.

Writing different forms of text at different levels for responding satisfactorily to issues in the academic community is important. Thus, this paper examines the statistical differences between tertiary students' academic writing skills in different disciplines and at three different levels. We use a quantitative approach and descriptive design to extract and analyse data comprising students' essays from four departments of a public university in Ghana. We analyse the data using descriptive statistics and ANOVA in SPSS. The results show that there is a significant difference between students' academic writing skills across levels within a discipline. On the contrary, there is no significant difference between students' academic writing skills across departments. We successfully generated corpus data and analysed the same statistically which is not common in the English as a second language learning context, thereby contributing greatly to the academic environment. This paper also focused on the students' general vocabulary knowledge as a crucial factor in their academic writing skills.

In the field of modern education, the meteoric rise in distance learning in higher education has brought unprecedented convenience and accessibility. Yet, beneath the surface of this educational revolution lies the issues of academic stress and burnout among students, particularly distance education students. Therefore, this study examined academic stress and burnout among distance education students at the University of Education, Winneba, Cape Coast Study Center. A quantitative approach was adopted in this study, employing a descriptive cross-sectional survey design. In total, 231 students were selected for this study. The Academic Stress Inventory and Academic Burnout Inventory were adapted as the data collection instruments for this study. Descriptive statistics (frequencies and percentages) and inferential statistics (Two-way MANOVA) were used to analyse the data. This study revealed that distance education students had moderate levels of academic stress and burnout. Additionally, there were no significant gender differences in academic stress and burnout. Conversely, the study discovered significant differences in academic stress, personal burnout, and studies-related burnout based on programme of study. In addition, it was revealed that the interaction effect of gender and programme of study had no significant influence on distance education students' academic stress and burnout. Consequently, it was recommended that educational institutions should consider creating support programmes tailored specifically for distance education students. These programmes can offer guidance on stress management techniques, time management skills, and resources to help students cope with the demands of their programme.

This study examined the impact of contextual factors on the integration of Information and Communication Technology (ICT) in public basic schools located in slums in Ghana. By adopting a positivist worldview and utilizing the TPACK (Technological Pedagogical Content Knowledge) framework as a theoretical lens, this research employs a quantitative approach, administering questionnaires to 379 learners and 179 teachers. Through regression analysis, the study uncovers significant relationships between contextual factors and key aspects of ICT integration, namely, teacher ICT beliefs, teacher ICT use, and learner ICT use. The findings highlight the significance of contextual factors, encompassing elements such as school resources, infrastructure, professional development opportunities, community attitudes, and socio-economic realities, in shaping the landscape of ICT integration within these disadvantaged settings. These results challenge the oversimplification of resource provision as the sole driver of successful technology use and emphasize the need for a comprehensive approach that acknowledges the profound influence of context. Consequently, this study concludes that effective integration of ICT in slum schools requires moving beyond generic solutions and embracing strategies tailored to the specific context.

Appropriate, efficient and effective staff training and development programmes have the tendency to enhance work performance in an organisation. The study analysed technical staffs' conception of training and development (T&D) and its influence on work performance in the University of Cape Coast. The mixed methods approach was used to collect data from 195 respondents. The study found that T&D programmes promoted peer learning, sharpened the skills of the technical staff, contributed to improved competencies and productivity. The study largely confirmed results from prior studies that providing training opportunities for staff improved performance and productivity. However, implementation challenges affect the effectiveness of training and development efforts, especially when staff resume work after training. The implication is that a combination of enhanced T&D programmes with stakeholder participation, provision of adequate logistics and other factors are essential for improved performance.

Purpose: This study examines the impact of ethics education interventions (EEI) on attaining ethical education goals in higher institutions. Design/methodology/approach: The study utilizes a survey method, with questionnaires distributed to accounting instructors from universities and professional accountants in Ghana. The empirical analysis is based on 417 valid responses, and the hypothesized relationships are tested using ordinary least square (OLS) regression. Findings: The results indicate that ethics-related courses (ERC), methods of teaching ethics (MTE) and methods of ethics interventions (MEI) have a positive and significant impact on achieving the objective set for EEI in accounting programs. Research limitations/implications: This study provides valuable insights for accounting educators and professional body managers in developing accounting ethics curricula in universities and professional accounting institutions. Originality/value: This study involves accounting educators and professionals and applies ethical theories of egoism, deontology and utilitarianism to demonstrate the role of ethical interventions in accounting programs in achieving set objectives from a developing country context.

Purpose: The paper aims to propose a mediation moderated model to examine the influence of academic reliance on students' intellectual engagement. Design/methodology/approach: Four hundred and seventy-one respondents who completed a self-reported questionnaire were chosen to participate in the study using a convenient sampling technique. The hypotheses were tested using PLSc. Findings: Findings from the study reveal academic resilience and academic diligence positively predicts students' intellectual engagement. Academic diligence positively predicts students' intellectual engagement and further mediates the effect of academic resilience on intellectual engagement. Finally, learning support positively predicts intellectual engagement and further moderates the effect of the association between academic resilience and academic diligence on intellectual engagement. Practical implications: This research shows that higher education administrators must establish effective and efficient policies that integrate students' academic resilience, academic diligence and learning assistance. Originality/value: This paper is amongst the first to have tested a model including resilience, academic diligence, intellectual engagement and learning support in a university setup from a developing country perspective.

The twenty-first century has become synonymous with two primary architectural concepts: sustainability and digital technologies. While the former seeks less carbon footprint within the built environment, the latter drives a novel approach towards efficient and effective productivity. However, previous findings show inadequate study on Emerging Digital Technologies (EDTs) and their Awareness in Higher Educational Institutions (HEIs), especially in the Global South. In light of this, the study primarily aims to evaluate the perceived Awareness of students of EDTs within architectural educational institutions in Ghana. The study used a quantitative approach, obtaining data from 243 respondents using a questionnaire. Findings revealed students were aware of most EDTs, indicating an interest specifically in Computer-Aided Design and Building Information Modelling software. However, the students perceived little Awareness and interest in robotics and nanotechnology. Furthermore, the students perceived that inadequate tools and equipment are vital influences that limit their Awareness of EDTs. The authors recommend that HEIs review curricula to incorporate EDTs and collaborate with digital agencies to create an effective environment for students to increase their interest and proficiency in EDTs in architecture. There should also be continuous capacity building for the architectural HEI staff to ensure the transfer of relevant skills in contemporary EDTs in the industry. Moreover, further studies must be conducted into a standardized framework for introducing EDTs in architectural education.

The study explored the sources of mathematics test anxiety that affect students' performance, the level of mathematics test anxiety among senior high school students, the effect of test anxiety on students' academic performance in mathematics, and gender differences relating to test anxiety among students. The researchers used a descriptive survey design with a quantitative methodology. Multi-stage sampling technique (stratified and simple random) was used to select a sample size of 66 students from public senior high schools in the Cape Coast Metropolis. Data was collected using the test anxiety scale, a self-developed mathematics achievement test and a questionnaire. Data were analysed using both descriptive and inferential statistics. The study found that factors such as misunderstandings of mathematical concepts, fear of failure and embarrassment, exam preparedness, quality of mathematics instruction, and others significantly contribute to students' anxiety while taking mathematics assessments. The results showed a significant negative correlation between anxiety levels and academic performance. Female students were found to have higher levels of test anxiety compared to male students. Teachers should prioritise improving students' comprehension of mathematical concepts and create a nurturing learning atmosphere that promotes experimentation and minimises the fear of making mistakes.

While quality teacher-student classroom interaction is crucial in promoting students' learning, literature recognizes the meaningful effects teachers' and students' social background characteristics and cultural values or orientations have on classroom interactions. However, the extent of relationships between elements of the social and cultural contexts of teachers and students on teacher-student classroom interactions seem under-researched and may require more efforts from researchers, especially in the context of Africa. This empirical study sought to explore these elements and how they relate with teachers' and students' perceived classroom interactions in basic schools in southern Ghana after controlling for their demographic characteristics. A questionnaire was used to collect data from 175 teachers and 501 basic school students and was analysed using exploratory factor analysis, correlation, and hierarchical regression analyses. The results showed that social context and culturally responsive teaching practices correlate positively with teacher-student classroom interactions. Also, variance in classroom interactions was attributed to both social and culturally responsive teaching practices of teachers, with the latter having a greater effect on teacher-student classroom interactions. Implications of these findings for policy and practice are discussed.

The current article studies the competencies of plurilingual students and how these competencies are exploited in the learning of French as a Foreign Language. Adopting a translanguaging theoretical approach, we argue that learners of foreign languages who already speak at least one other language have some linguistic competencies which manifest during their learning of the French language. Through observation of learners of French at the University of Ghana Business School and analysis of their written production, we confirm that some of these plurilingual competencies in students are demonstrated in the nature of the errors identified. The paper therefore recommends that learners' existing competencies be taken into account and built upon when developing lessons for the foreign language classroom and during classroom delivery.

This study proposes "grounding" as a theoretical approach to studying linguistic landscape (LL). Grounding is the positioning or sequencing of languages in a multilingual 'text' to reveal the languages' relevance or a community's association with the languages. The study explores language grounding in church names which constitute part of the Ghanaian LL, in general, and namescape in particular. The multilingual church names in a self-compiled Church Names Corpus - Ghana (CNCorpus Ghana) were, therefore, collected for the study. The study generally adopted the corpus-driven approach where the data were analysed with no predetermined theoretical or conceptual framework. The study found that the languages in the church names are grounded as meaning-making semiotic resources. The study further discovered three language inputs in multilingual church names, culminating in foregrounded, midgrounded and backgrounded languages. Further, the study found that global, glocal, and local languages are multi-grounded to make the languages more visible and prominent. It is argued that the grounding of languages is informed by the nexus between language and identity. The language grounding model is a modest contribution to linguistic landscape (LL), multilingualism and onomastic theorisations.

Assessment literacy is the knowledge and skills one needs to develop and practice in order to investigate what students know and can do, interpret the results of assessment, and use such results to decide how to improve learning effectively. This study explored pre-service teachers' assessment literacy and the implications thereof for the teaching and learning of mathematics. Three second year pre-service teachers enrolled for diploma in education consented to participate in the study. Data were generated through semi-structured interviews and analysed using thematic analysis. Findings revealed while pre-service teachers' conceive assessment as an ongoing process aimed at gathering information about students' learning their conception is more grounded on assessment being summative. While the study only focused on pre-service teachers' conception, we recommend that pre-service teachers' classroom assessment practice should be investigated, to ascertain how their knowledge of assessment informs their classroom practices.

Research has shown that people with disabilities (PWDs) are significantly disadvantaged within the areas of school enrolment, educational attainment, and learning, particularly in developing countries. In Ghana, the Inclusive Education (IE) Policy was established in 2006 to ensure the full participation of all PWDs in schools. The purpose of this study was to document the barriers and facilitators to the implementation of the IE Policy of Ghana. The research employed a case study in which eight education professionals and leaders (major stakeholders) were selected for their key roles in forming and implementing the IE Policy of Ghana and individually interviewed. The transcript of each participant's interview was coded and thematically analysed, after which a cross-case analysis was conducted to identify common themes. The findings of this study point to a number of implications for future policy and practice, including the critical need for accurate data on PWDs in the Ghanaian school system that policymakers, faculty, and administrators can use to better support PWDs.

Framed by Homi Bhabha's concepts of hybridity and the third space of enunciation, this study explores postcolonial relationships conceivably enacted through policy borrowing processes of learner-centred pedagogy (LCP) in Ghana. Nine Ghanaian and nine foreign stakeholders were interviewed. Conscious of the power imbalance implicit in traditional aid, the case project attempted to challenge the asymmetrical power relationships by allocating policy leadership and responsibility to Ghanaian stakeholders. However, the third space of enunciation created within the project did not seem to lead to a hybridisation of pedagogical ideas: while it was the Ghanaians themselves who promoted LCP within the project, the conceptual basis of the reform was dependent on knowledge and experiences which they gained in the West. This article concludes that the postcolonial turn through hybridisation of indigenous and Western pedagogies was not observed, although hybridity may happen in the process of actualising LCP at school and classroom levels.

Purpose: This paper investigates the moderating-mediation roles of synchronous and asynchronous learning, as well as virtual self-efficacy between digital learning space experience and continuous use among learners in Ghanaian institutions of higher learning. Design/methodology/approach: A convenience sampling technique was used in the selection of 604 students who answered questions on digital learning space experience, synchronous and asynchronous learning, virtual self-efficacy and learner continuous use within the Greater Accra Region of Ghana. The study employed regression analysis to measure the hypothesized paths. Findings: The findings show that asynchronous learning partially mediates between digital learning space experience and learner continuous use, but the mediating effect of synchronous learning between digital learning space experience and learner continuous use was not significant. Further, virtual self-efficacy significantly moderates the mediated relationship between asynchronous learning and learner continuous use, but the moderated mediated role of synchronous learning was not established in the study. Research limitations/implications: Generalization of the study findings is limited due to the sampling scope, which was restricted to students of IHL in the Greater Accra Region of Ghana. Originality/value: In this research, the academic scope of digital transformation was expanded from both digital structure elements and psychological perspectives within the domain of higher education literature.

Purpose: This paper aims to examine the skills expected by employers and the skills demonstrated by accounting graduates with data from 160 employers of accounting graduates in Ghana. From the perspective of employers, the authors compare the expected skills to the skills demonstrated by accounting graduates and identify any significant gaps. Design/methodology/approach: One-way analysis of variance, T-tests and factor analysis are used to test significant gaps that exist between expected and demonstrated skills by employers and accounting graduates using survey questionnaires and purposive sampling. Findings: The results reveal that there are significant gaps between the expected skills of employers and the demonstrated skills of accounting graduates. The authors find generic skills to be more expected by employers, while technical skills are demonstrated most by accounting graduates. The top five skills expected by employers are: business ethics and integrity; problem solving and decision analysis; written communication skills; learning skills; and application of accounting principles. Research limitations/implications: The study focuses only on organizations that use fresh accounting graduates in Ghana. Further studies may consider other business-related fields like finance, human resource management and marketing. Practical implications: The study provides insights on standards that serve as benchmarks for the conduct of accounting graduates as well as the development of accounting curriculum in Ghana. Accounting education should incorporate work-integrated learning as part of their curriculum to enable accounting graduates to solve problems and make decisions through a practical application of accounting principles, standards and concepts, especially in conducting audit and writing reports. Originality/value: This study fills the gap in the literature on accounting education from employers' perspectives in a developing country. It conducts a comparative analysis between the most important skills required by employers and the ones demonstrated by accounting graduates to provide insights on standards that should serve as benchmarks for the development of the accounting curriculum from an emerging economy perspective.

This study sought to examine the relationship between family characteristics and Junior High School students' absenteeism in selected schools in the Asante Akyem Central Municipality of Ghana. A total of 408 students were included in this study. This study accentuates the instrumental role that family ties, parents' economic status, mothers' income and parents-teachers' association meeting attendance play in influencing students' absenteeism. For example, the study found that mothers' level of income negatively predicted the number of times students absent themselves from school in a term. As mothers' income increases, the number of times students absent themselves from school decreases. Understanding the significant role family characteristics play in student's school attendance is vital for promoting students' attendance and school engagement. Implications for policy and practices are discussed.

The COVID-19 pandemic has transformed the educational landscape, making exploration of blended learning (BL) instructional delivery important. Higher education institutions are navigating the effects of the COVID-19 crisis on instructional delivery. Using Accra Learning Centre as a case study, this article explores the experiences of adult learners engaged in BL after the COVID-19 crisis in Ghana. A qualitative research method was employed, and a purposive sampling procedure was used to select 15 adult learners. An in-depth interview guide was developed to garner data. Thematic, narrative, and interpretivist analytical approaches were adopted in presenting the results. Participants' voices, experiences, and meanings were sought. It emerged that BL promotes inquiry-based, self-directed, and constructivist learning rather than using conventional face-to-face teaching and learning, though conventional teaching and learning cannot be discounted, BL fosters self-paced learning among adult learners. It recommends that faculty continue to sharpen their skills in BL instructional delivery and adult learners should be equipped with skills in time management, and effective digital tools used to engage in BL.

This study examines the media literacy and critical thinking levels of students of West African higher educational institutions as tools for combating misinformation in the sub-region. Data analysis using the mediation approach revealed differences in students' understanding of media literacy and critical thinking and partially predicted their efficacy in combating misinformation. This stems largely from a misunderstanding of media literacy and critical thinking concepts as tools, as well as a lack of adequate provision for teaching the concepts and considering them as strategic tools for combating misinformation in the region. The study recommends concrete policy and managerial solutions to the stakeholders involved.

Purpose: Self-initiated international placements by students have been largely ignored in the literature on outward mobility in higher education. The support given to self-initiated international placement students, if any, has received even less attention. This study aims to address this lacuna. Design/methodology/approach: Drawing on insights from global mobility literature, we conducted a survey of UK university students who engaged in self-initiated international placements to various countries such as France, China, Brazil and Ghana. Data were analysed using descriptive statistics and thematic content analysis. Findings: Findings reveal that these "voluntary" placements can improve language fluency, increase self-confidence, renew stress management abilities and enhance cross-cultural competencies and intercultural sensitivity. The study problematises the lack of support given to these students particularly in terms of career development. Originality/value: Our paper is one of the first to bring this under-studied population to the attention of career guidance scholars. We propose that scholarly attention should be directed toward the agency of self-initiated international placement students and that targeted career guidance must be provided through more inclusive career services.

Inclusive education is a useful policy for giving all persons access to education. However, the effectiveness of practice at the school level depends on the commitment of the educators to promote learning for all students. Although teachers are the actual implementers of inclusive education, school leaders are the main drivers of policy practices at all levels of education. Through Sustainable Development Goals, the United Nations has urged countries to extend universal access to education from primary to secondary schools. However, in the Ghanaian context, information on the intentions of school leaders toward implementing inclusive education in secondary schools is sparse. Using the theory of planned behavior (TPB) as a framework, we interviewed 17 school leaders to understand their intentions toward the education of students with disabilities in secondary schools in Ghana. The participants were skeptical about the government's commitment to provide them with the needed resources to enhance their practices. The study limitations, recommendations for future research, and the need for stakeholders' engagement on contextual approaches to practice inclusion are discussed.

In spite of the proliferation of educational technologies, teacher surveys have indicated relatively low levels of technology integration in mathematics lesson delivery in Ghanaian Senior High Schools. This study examined how Senior High School mathematics teachers use the available technology resources in their pedagogy in Ghana. Drawing on the substitution, augmentation, modification and redefinition model, an explanatory sequential mixed methods design was employed for the study. A questionnaire, classroom observation and semi-structured interview guide were used in gathering data for the study. A total of 202 mathematics teachers were selected using a stratified sampling technique. The quantitative data were analysed using descriptive statistics (means and standard deviations) whereas the qualitative data were analysed using thematic analysis. The results showed relatively low levels of technology usage as modification or redefinition in mathematics lesson delivery; however, the calculator was reported as the predominant technology frequently used by mathematics teachers as substitution and augmentation in their classrooms. The results also revealed that mathematics teachers could only use technology to facilitate their pedagogical activities. They used digital technologies to prepare for lessons, assist in computational tasks during class (substitution) and validate mathematical solutions (augmentation). Consequently, the study emphasises the necessity of training and enhancing teachers' skills to enable them to employ technology for the transformation (modification and redefinition) of their pedagogical practices within the classroom. This transformation would allow students to utilise technology not only for computation and solution verification but also to develop mathematical concepts and critical thinking skills.

A growing body of research has underscored the importance of inquiry-based methods in history teaching, yet the organisational and cultural contexts within which teachers work and how these impact teachers' practices have received little attention. This article employs the job demands-resources theory to examine factors that inform the classroom methods of secondary history teachers in Ghana. A qualitative approach involving in-depth interviews and lesson observations was used to explore this issue. Results show that teachers in Ghana report high levels of workload that are disproportionate to the resources available in their schools of practice. This resulted in pressure and anxiety to achieve curriculum coverage in response to testing and accountability regimes. The article concludes that tensions between job demands and resources form a disincentive against the implementation of inquiry-based pedagogies in Ghanaian schools. The article draws implications for curriculum design and stakeholder engagement.

While massive open online courses (MOOCs) promise to democratise access to education, the literature reveals a nuanced understanding of engagement in these settings, especially in resource-constrained environments. Blended MOOCs combine MOOCs and physical classroom settings of contents and instructions. This study extends this discourse by focusing on blended MOOCs, which remain under-explored in the context of developing countries. The blended MOOC at the University of Cape Coast (UCC), Ghana, deals with third-party MOOCs as open educational resources (OERs) integrated with campus-based courses. UCC students have been using such blended MOOCs since 2016, when all level 100 students were mandated to enrol in a course entitled Information Technology Skills (ITS101). ITS101 is aligned to courses in a MOOC platform called Alison as an OER. Students' engagement is key to their continued use and satisfaction with online learning, such as MOOCs. However, among all the e-learning modes, students' engagement is the lowest in MOOCs, leading to high dropout rates. Blended MOOCs are one of the techniques recommended to reverse the undesirability of MOOCs, including engagement. However, few studies have been conducted on students' engagement in blended MOOCs, especially among university students in sub-Saharan Africa using MOOCs as OERs. Thus, this paper aims to measure student engagement in blended MOOCs using the revised Community of Inquiry for university students in a developing country. The rationale is to determine whether factors affect engagement positively or negatively. A two-stage cluster sampling technique was used to determine the participants for this study. A list of blended MOOC classes offered at UCC was obtained from the staff's mailing list. In the first stage, academic levels (100, 200, 300 and 800) were randomly selected from the strata using a lottery sampling technique. In the second stage, another simple random selection of blended MOOC courses or classes was used within each selected academic level. All students in the selected classes were then included in the study. Partial Least Squares Structural Equation Modelling was used to validate the model on the predictive relationships existing among the four presences (cognitive, learning, social and teaching) and engagement. Results from the structural model analysis proved a statistically significant predictive relationship among the constructs within the model. Learning presence had the most significant effect on student engagement. Thus, it should be included as one of the presences in the community of inquiry.

Purpose: This study aims to examine students' experiences of sexual harassment (SH) in higher education institutions (HEIs) in Ghana as well as their coping strategies. Design/methodology/approach: The study adopted the cross-sectional descriptive survey research design and used the convenience sampling technique to sample 926 students from four public Universities in Ghana. The data collected were analyzed using an independent-sample t-test with the aid of IBM SPSS Statistics version 23.0. Findings: The study found no significant difference in male and female students' experience of gender harassment and unwanted SH. Additionally, female students were sexually coerced considerably more than males. In the case of coping strategies, the study found no significant differences among male and female students use of passive coping strategies. Finally, the study found significant differences among male and female students use of active, self-blame and benign coping strategies. Practical implications: This implies that specific attention is required when students experience SH since they may be exposed to more aggressive sexual behavior. Originality/value: The originality of this present study rest on its unique contribution by exploring the prevalent SH and coping strategies among tertiary students in HEIs in Ghana.

This paper investigates the moderating influence of library size on the relationship between library space attributes and learning satisfaction. Employing a quantitative methodology, a sample of 196 university library users in Ghana was selected to investigate the perceived impact of repurposed library spaces on learning satisfaction. The author conducted an empirical analysis to examine how organizational size (the total number of workers at a particular location) moderates the association between library space attributes (including access and linkages [physical location and proximity to campus resources], usage patterns [highlights the hours when users are most active and displays when a specific app is utilized during the day], sociability [the propensity and corresponding abilities to look for friendship, interact with others, and take part in social activities], and comfort [a state of physically ease and freedom from pain or constraint]) and the learning satisfaction of users. The research, administered through a closed-ended questionnaire, underscored the significant influence of access and linkages, usage patterns, sociability, and the physical environment on users' satisfaction levels. These four library space attributes together accounted for 13.1% of the variance in learning satisfaction, according to a multiple regression study conducted with SPSS version 27. Nevertheless, moderation analysis showed that there was no statistically significant relationship (p = 0.3370) between the characteristics of the library space and learning satisfaction through organizational size. The paper recommends adaptations to library designs to better align with the evolving learning needs of university library users in Ghana. A notable suggestion is the transformation of university libraries into dynamic physical spaces known as "learning commons" on campuses.

In recent years, there has been a call for the retrieval of indigenous knowledge systems relating to the environment to help provide solutions to current environmental problems. Using phenomenological research design, this study explored Ghanaian college teachers' experiences and perceptions of indigenous environmental beliefs and practices and how these influence their role as environmental educators. Findings from analysis of interviews conducted indicate that some teachers are influenced by indigenous beliefs and practices that promote environmental sustainability and these influence their pedagogical practices. We recommend that training of teachers should explore their personal values, attitudes and behavior toward the environment and environmental education to promote effective teaching practices.

Proper treatment of developmental disabilities requires health workers to have adequate knowledge of etiology and referral procedures. There is a dearth of research on knowledge of developmental disabilities among health workers in Ghana. The purpose of this study was to document knowledge about developmental disorders, causes, and referral procedures among health workers. Researchers used a successive free-listing method to interview 37 health workers. Developmental disabilities which present with physical symptoms were the most salient disorders identified among health workers, while learning disabilities and attention deficit disorder were largely overlooked. The most commonly listed developmental disabilities were cerebral palsy, Down syndrome, and autism spectrum disorder. Respondents had limited knowledge about the causes of and referral resources for developmental disabilities. Results show the need for continuing medical education, public awareness, and enhanced resources to support the identification and care of children with developmental disabilities in Ghana.

This paper studies the association between caregiver--child interactions and early childhood development in literacy and numeracy in West and Central Africa. Data comes from Multiple Cluster Indicator Surveys (MICS) conducted in Central African Republic, Chad, Democratic Republic of the Congo, Gambia, Ghana, Guinea-Bissau, Sierra Leone, and Togo between 2017 and 2020. A multilevel logistic regression is used to estimate the likelihood of being developmentally on track for 35,752 children aged 3-4 years. The results indicate that cognitively stimulating interactions with caregivers such as reading and telling stories are correlated with a higher likelihood of being developmentally on track. Interactions with mothers are associated with significantly higher odds of being developmentally on track but not interactions with fathers.

This study examines how asymmetric job conditions deplete the psychological resources of the ECE workforce in a lower-middle-income country (LMIC). Specifically, this preliminary study, using data from preschool teaching staff, examined the influence of (a) job demands (emotional demand, workload, role conflict and work-family conflict) on psychological burnout (emotional exhaustion), and (b) the offsetting effect of occupational resources (social support and job autonomy) in the job demands-emotional exhaustion relations. SEM analyses revealed that high stressors (i.e. job demands) were related with high levels of emotional exhaustion, while social support and job autonomy served as significant buffers in the stressors-emotional exhaustion positive link. These outcomes serve as preliminary evidence for ECE job re-design and burnout management programs by strategically allocating school-level resources in LMICs.

Technical and vocational education and training (TVET) enrollment in Ghana has been impeded by various challenges. One of the significant obstacles throughout the years has been public perception. As a result, many people prefer grammar-based schools over TVET. This study aims to investigate the operations of TVET in the Ayawaso-West Municipality of the Greater Accra Region in Ghana to determine the level of public perception and its impact on enrollment. The study employs the impression formation theory as a framework. An exploratory research design and a qualitative research approach were used to conduct the study. Thirty-six participants were selected using a purposive sampling technique. The findings revealed that the negative perception affecting the progress of the TVET subsector included lower societal recognition, lower job prestige and public ignorance of TVET. The study recommends continuous advocacy for TVET to correct public perception.

This article investigates the challenges confronted by students with visual impairment at the University of Cape Coast. The researchers adopted the phenomenological design and utilised semi-structured interview guide and observation guide for the data collection. Through the purposive sampling technique, the views of students with visual impairment were elicited. The findings reflect the challenges that students with visual impairment encounter while succumbing to the demands of academic endeavours at the University. These challenges are based on the inauspicious physical environment, inordinate attitude of some members of the University community and unsupportive academic arrangements at the University. The study discusses the need for public education on students with special education needs and disabilities (SEND) and the need for lecturers to reconsider their pedagogic procedures to suit all students especially students with SEND. There is also a call for the modernisation of the physical environment and academic assistive devices by the management of the University with the co-operation of the government of Ghana and some NGOs.

Student difficulty in public administration has witnessed some writings within the African context. Although these studies are emerging, there seems to be minimal research on the influence of school libraries on students' understanding of public administration. This gap in the public administration literature precludes educational managers from determining whether or not the variable influences students understanding of the course/programme. Not establishing this places educational managers in a situation that inhibits them from placing measures to enhance the understanding of the course from the lenses of school libraries. This study responds to the gap in the public administration literature by employing a mixed-method approach to investigate the influence of the variable in the study of public administration by Ghanaian and Nigerian university students using a sample of N = 650. Anchored on the Culturo-Techno- Contextual Approach, the study results suggest "significant differences in corruption, governance, and defining public administration" (p < 0.001) when there are poor school libraries. Both theoretical and practical implications have been proferred for the use of school libraries to enhance students' understanding of difficult concepts in the study of public administration in Ghanaian and Nigerian universities.