Educational technology adoption in leading Ghanaian state university business school

Today, the rapid growth of the use of technology in education has substantially increased the focus and relevance of educational technology research. This study addresses the question of whether technology can provide significant support in teaching and learning approaches and the associated issue of the elements needed for an effective implementation of technology within an educational reform context. Mixed methodological approach was adopted. Observations, interviews and questionnaires administration were the main form of data collection techniques employed by the researcher. Participants for the study were selected by purposive random sampling, which includes 20 teachers from business schools from four case study universities in Ghana together with 396 students. The study also took into consideration other stakeholders in the higher educational setting by interviewing 5 educational/learning technologists from the United Kingdom. The findings from the study suggest that most students and teachers do not use some form of educational technology due to the absence of these technologies and the poor training arrangement given by university authorities. Poor attitude was also seen to be an important factor for accepting and incorporating technologies in teaching and learning. The research provides an indication that information technology supports virtually every aspect of higher education, including research and e-learning which improves digital literacy of students and sustainability, and educators need to understand the range of problems their students face so they apply IT where it brings greatest value. The study also demonstrate that creating this IT support environment will require collaboration across organizational and national boundaries, bringing together the collective intelligence of people from backgrounds including education, corporations, and government. Keywords: Education, Learning, ICT, Educational technology, Higher Education, Leadership

Level dc:type.qualificationlevel

Doctoral (Level 8)

Year dc:date.issued

2026

Author dc:creator

• Nii laryeafio, M

Language dc:language

en

Identifier

oai:salford-repository.worktribe.com:1382294

OAI identifier oai:identifier

oai:salford-repository.worktribe.com:1382294