Impacts of Covid-19 on educational standards in Ghana: a case of emergency remote teaching and online learnings

The educational landscape in Ghana was greatly altered during the COVID-19 pandemic, necessitating a sudden shift from traditional face-to-face instruction to online and emergency remote teaching methods. This study examines the impacts of this sudden shift on educational standards in Ghana, focusing on challenges, inequities, and systemic disruptions experienced during and after the COVID-19 pandemic. Employing a qualitative research design grounded in document analysis, Findings showed that the shift to online learning exposed and worsened pre-existing inequities, especially between urban and rural students, due to disparities in access to reliable internet and technological devices. The unpreparedness of teachers and students for online instruction resulted in trial-and-error teaching methods, leading to decreased engagement and reduced learning outcomes. Overall, the findings revealed that the shift to emergency remote teaching created technological access, pedagogical adaptation, and instructional quality challenges, with significant consequences for cognitive and practical learning outcomes. There is a need for continuous efforts to bridge the digital divide, prioritize professional development in digital literacy for educators, and develop alternative assessment methods to address cheating and ensure the resilience of Ghana’s education system amidst technological disruptions. These outcomes provide critical evidence for policymakers aiming to create future equitable, inclusive, and sustainable digital learning environments.