Academic Engagement through Moodle Analytics: A Geo-Educational Approach to Early Detection of At-Risk Students in South African Higher Education

Ghana’s education system has undergone significant reforms since independence, with policies aimed at increasing access and improving quality. While initiatives such as Free Compulsory Universal Basic Education (FCUBE) and the Free Senior High School program have expanded educational opportunities, concerns remain regarding the system’s effectiveness in fostering critical thinking, ethical leadership, and national development. Existing frameworks predominantly emphasize political and economic factors, often neglecting the role of theology in shaping educational philosophy and practice. This study therefore explored Ghanaian education through a political-theological lens, arguing that theological insights can contribute meaningfully to addressing systemic challenges. Using a qualitative research approach, the study engaged in a critical literature review, historical analysis, and thematic exploration of theological perspectives on education and governance. It then integrated political and theological perspectives to develop a transformative model for education that emphasizes holistic human development, social justice, and national cohesion. The study’s key contribution lies in its proposal for a reimagined educational framework that incorporates ethical and theological values alongside pedagogical strategies to produce morally grounded and critically engaged citizens. Keywords: Education, Political Theology, Ghana, National Development