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<p>Countries in the global south, such as Ghana, can harness the transformative potential of the digital age by integrating effective computer-based learning into their educational system. This study examined the extent to which Junior High Schools (JHS) in Ghana are responding to emerging computer-based learning approaches, with particular emphasis on students’ awareness and application of digital technologies. Employing a mixed-method design, the research concurrently collected qualitative and quantitative data from students, teachers, headmasters, and school administrators. The sample comprised 214 JHS students from Kumasi Metropolis, Ghana, complemented by in-depth interviews with 8 key stakeholders, including teachers, headmasters, and school administrators. Findings revealed limited policy focus and a relatively low level of student awareness regarding emerging computer-based learning approaches. The study recommends revising the national “ICT in Education Policy” to incorporate contemporary digital skills, such as coding, robotics, and tablet-based learning, at the basic education level. More importantly, it underscores the need for targeted policy interventions to ensure adequate technological infrastructure and skilled human resources to advance computer-based learning in Ghana’s JHS.</p>

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Ghana’s educational system in the digital age: an assessment of the responsiveness of Junior High School education to computer-based learning

  • 期刊论文

  • 发表日期：

    2025年8月20日

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  • Michael Kwadwo Opoku,
  • Stephen Appiah Takyi,
  • Ata Senior Yeboah,
  • Owusu Amponsah

摘要

Countries in the global south, such as Ghana, can harness the transformative potential of the digital age by integrating effective computer-based learning into their educational system. This study examined the extent to which Junior High Schools (JHS) in Ghana are responding to emerging computer-based learning approaches, with particular emphasis on students’ awareness and application of digital technologies. Employing a mixed-method design, the research concurrently collected qualitative and quantitative data from students, teachers, headmasters, and school administrators. The sample comprised 214 JHS students from Kumasi Metropolis, Ghana, complemented by in-depth interviews with 8 key stakeholders, including teachers, headmasters, and school administrators. Findings revealed limited policy focus and a relatively low level of student awareness regarding emerging computer-based learning approaches. The study recommends revising the national “ICT in Education Policy” to incorporate contemporary digital skills, such as coding, robotics, and tablet-based learning, at the basic education level. More importantly, it underscores the need for targeted policy interventions to ensure adequate technological infrastructure and skilled human resources to advance computer-based learning in Ghana’s JHS.