Integrating digital skills and STEM education for sustainable development in Africa: evidence from Ghana

Globally, Science, Technology, Engineering, and Mathematics (STEM) education, together with digital skills, has become central to modern educational systems, equipping learners with the competencies required to thrive in a technology-driven world. STEM promotes critical thinking, creativity, and problem-solving key elements for innovation and national development, while digital skills enable individuals to effectively use technology, access information, and participate in the global digital economy. This study investigates the role of STEM and digital literacy in advancing sustainable development in Sub-Saharan Africa, with a particular focus on Ghana’s educational landscape. Ghana has implemented several reforms to integrate technology and innovation into its curriculum, including the introduction of ICT as a core subject and the expansion of STEM programs at both basic and tertiary levels. The study connects these efforts to the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (quality education), SDG 8 (decent work and economic growth), and SDG 10 (reduced inequalities). Employing a critical and dialogical mixed-methods research (CMMR) approach [43], data were collected from 20 educators, 5 policymakers, and 200 students through semi-structured interviews and focus group discussions. The findings reveal that STEM and digital education have transformative potential for empowering young innovators to address socio-economic challenges. However, gaps in teacher training, infrastructure, and equitable access persist. The study calls for targeted government interventions, enhanced curriculum design, and localized STEM strategies to cultivate skilled, innovative youth capable of driving sustainable development across Ghana and the wider Sub-Saharan African region.