Educational technology integration in civic education delivery across limited resource environments in Ghana

This study examines the extent of Information and Communication Technology (ICT) integration in the delivery of civic education in Ghana. Even though the ICT policy of Ghana is operational, the emphasis on full integration in civic education delivery remains underexplored. The methodology centred on mixed-methods approach with Convergent Parallel design. Questionnaire was used to collect quantitative and qualitative data from the respondents in six districts across three geographical zones in Ghana. Descriptive statistics and thematic analysis were used to analyse the data. Integration of ICT in civic education delivery was found to be relevant to some extent, though social media was adopted to educate the public. Also, moderate utilisation of ICTs was hindered by inadequate internet connectivity. The adoption of ICT for civic education delivery by National Commission for Civic Education was entrenched. The result highlights a gap between policy intent and implementation of ICT integration in civic education delivery in the six districts. This study contributes by proposing Civic Education Technology Adoption (CETA) Framework and Theory of Change model to bridge policy-implementation gaps in ICT integration for civic education in resource-constrained contexts. The study therefore recommends that civic educators adapt Theory of Change (ToC) to systematically map the change pathway of ICT integration in civic education delivery.