Educational Technology, Teaching Practices, and Learning Outcomes in Sub-Saharan Africa: Empirical Insights from Ghana’s Basic Education Classrooms

This study examines the impact of educational technology on teaching practices, learner engagement, and academic performance in Ghanaian basic schools. A quantitative descriptive survey was conducted with 300 teachers from six public schools across three regions, selected for varying ICT infrastructure levels. Data were analyzed using one-way ANOVA, Pearson correlation, and linear regression. Results revealed no significant difference in teaching practices between teachers with and without technology training (p = .928), suggesting that training alone does not ensure instructional change. However, technology use showed a strong positive correlation with learner engagement (r = .881, p < .01), and access to educational technology significantly predicted academic performance (β = .881, p < .001). The findings highlight the need for continuous teacher professional development, equitable ICT infrastructure provision, and culturally relevant digital content to fully realize technology’s transformative potential in Ghana’s basic education. Background Over the past two decades, the global education landscape has undergone a profound transformation driven by the integration of digital technologies. Across high-, middle-, and low-income contexts, educational institutions have increasingly embraced information and communication technologies (ICTs) to enrich pedagogical practices, expand access to learning resources, and support personalized learning experiences. In developed countries, digital tools such as virtual classrooms, learning management systems, artificial intelligence, and mobile applications are now integral components of the 21st-century classroom (UNESCO, 2022). These innovations are not merely enhancements to traditional education systems; they are catalysts for systemic change. The (World Economic Forum, 2023) asserts that emerging technologies are reshaping the core architecture of education by influencing curriculum design, redefining teacher roles, and setting new benchmarks for digital competence. Case studies from Finland and Singapore illustrate the impact of sustained investments in educational technology, where purposeful ICT integration has led to improved literacy, numeracy, student engagement, and more equitable access to quality learning opportunities (Sahlberg, 2021; OECD, 2021). In Sub-Saharan Africa, the drive toward educational digitalization has gained traction through support from national governments, multilateral organizations, and international donors. The African Union’s Continental Education Strategy for Africa 2016–2025 (CESA 2016–2025) frames ICT as a transformative force capable of addressing entrenched systemic issues, including teacher shortages, inadequate instructional materials, and infrastructure gaps (African Union, 2016). Countries such as Rwanda, Kenya, and South Africa have implemented large-scale ICT initiatives targeting the basic education sector. Moreover, the World Bank’s Digital Economy for Africa (DE4A) initiative seeks to promote inclusive digital growth by enhancing broadband access, fostering digital literacy, and supporting the deployment of edtech infrastructure across the continent (World Economic Forum, 2023). However, these efforts are often constrained by persistent challenges: unreliable electricity, limited internet connectivity, a scarcity of culturally relevant digital content, and insufficient teacher training (Tadesse & Gillies, 2021; Trucano, 2016). Kenya’s flagship laptop initiative, for instance, encountered logistical and technical setbacks that hindered its effectiveness (Wainaina, 2022), while in Nigeria, structural disparities in mobile access and internet affordability continue to marginalize students in rural and low-income communities (Olumorin et al., 2021). These realities reinforce the importance of context-sensitive strategies for sustainable ICT integration in African schools. In Ghana, the integration of technology into education has been shaped by several policy frameworks, including the ICT in (Ministry of Education, 2015), the Education Strategic Plan (2018–2030), and the Ghana Accountability for Learning Outcomes Project (GALOP). These documents emphasize the use of digital tools to promote equity, enhance teaching and learning quality, and equip learners and educators with relevant 21st-century skills (Ministry of Education, 2018). Through collaborations with development partners such as the World Bank and UNICEF, the Ministry of Education has initiated interventions including the distribution of tablets and laptops to basic schools, the establishment of ICT laboratories, and the rollout of digital literacy programs. Nevertheless, implementation has been inconsistent. Urban schools in regions like Greater Accra and Ashanti often benefit from better digital infrastructure compared to rural or peri-urban schools, where access to electricity, internet, and digital devices remains limited (Anamuah-Mensah, 2021). A nationwide audit by the Ghana Education Service (GES) in 2021 found that only 18% of public basic schools had a trained ICT teacher, and fewer than 30% had consistent access to the internet (Ghana Education Service, 2021b). Compounding this disparity is the lack of teacher readiness: many educators report inadequate training in digital pedagogy, resulting in underutilization of available technologies (Nti, 2020). At the classroom level, the use of educational technology in Ghanaian basic schools has shown a mix of potential and limitations. On the positive side, studies indicate that digital tools, such as animations, interactive simulations, and educational games, can enhance student motivation, sustain attention, and improve conceptual understanding, particularly in science and mathematics education (Asabere et al., 2017; Boafo et al., 2024). On the other hand, many teachers continue to face difficulties in selecting appropriate ICT resources and integrating them effectively into lesson delivery, largely due to insufficient professional development and lack of institutional support (Nti, 2020). The COVID-19 pandemic further exposed the fragility of the digital learning ecosystem in Ghana. While the Ministry of Education introduced Ghana Learning TV and educational radio programs to facilitate remote learning during school closures, these platforms were largely passive and non-interactive, limiting their effectiveness for foundational learners (UNICEF Ghana, 2021). For thousands of students, especially those in underserved areas without electricity, internet, or smart devices, the disruption to physical schooling translated into significant learning losses and widened existing inequalities. These conditions highlight the urgency of embedding ICT into the Ghanaian classroom in a more deliberate, equitable, and pedagogically sound manner. Beyond policy pronouncements and pilot projects, there is a need for robust, empirical evidence on how digital technologies are shaping instructional practices, influencing learner engagement, and impacting academic achievement in real-world classroom contexts. This study responds to that need by systematically assessing the transformative impact of educational technology in Ghanaian basic school classrooms. Specifically, it investigates how technology integration affects teaching methods, learner participation, and academic performance, with a focus on bridging policy and practice in the context of basic education in Ghana.