Perceived Benefits of AI-Powered Open Educational Resources and School Support in Ghana

This study examined perceived access, inclusion and personalised learning benefits of artificial intelligence-powered open educational resources alongside reported school support in Ghana. A cross-sectional Google Forms survey recruited participants through WhatsApp groups associated with pre-tertiary institutions and tertiary study groups containing practising teachers. Analysis included 198 of 201 responses after location-based screening. Descriptive statistics, reliability assessment, exploratory parallel analysis and a secondary partial least squares model were used. Domain means ranged from 3.112 to 3.265 on a five-point agreement scale. Agreement with individual benefit statements ranged from 46.0% to 56.6%, compared with 39.4% to 46.5% for school-support statements. Access, inclusion and personalisation measures overlapped substantially, and parallel analysis favoured one broad component. Four direct paths were statistically significant, but neither moderation relationship was supported. Respondents expressed qualified endorsement of the proposed benefits alongside uneven perceived school support. The measurement overlap limits interpretation of the structural relationships. Future evaluations should use more clearly differentiated measures and connect openly licensed resources to verified use and learning outcomes.