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Assessing ICT integration in civic education: Barriers, enablers and practitioner perspectives in Ghana

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  • Nutakor, Cosmos Kwaku
  • Osei, Eric O.
  • Swanzy, Patrick

Abstract

This study explored the enabling and hindering factors of Information and Communication Technology (ICT) in civic education delivery, while addressing an empirical gap in the literature. Adopting a pragmatic philosophical approach, we conducted one-on-one interviews with 22 civic education practitioners across six geographical districts in Ghana. The data collected were analysed using thematic analysis guided by the People-Process-Technology Model. The study revealed three key barriers: insufficient technical infrastructure, inadequate pedagogical training, and organisational policy constraints. The average self-rating of ICT integration in civic education was five out of ten (5/10). Participants recommended increased investment in ICT infrastructure, targeted professional development, and policy reforms to address the barriers identified by the practitioners. Based on these findings, we conclude that providing technological support and training to civic educators is essential to ensure both immediate and long-term improvements in civic education delivery in the studied districts in Ghana.

Suggested Citation

  • Nutakor, Cosmos Kwaku & Osei, Eric O. & Swanzy, Patrick, 2026. "Assessing ICT integration in civic education: Barriers, enablers and practitioner perspectives in Ghana," International Journal of Educational Development, Elsevier, vol. 124(C).
    • Handle: RePEc:eee:injoed:v:124:y:2026:i:c:s0738059326001379
    DOI: 10.1016/j.ijedudev.2026.103627
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