TITLE:
Facilitators’ Perceptions of Technology-Enhanced Teaching and Learning in Basic Schools in the Post-COVID-19 Era
AUTHORS:
Sarah Ayikai Okine
KEYWORDS:
Facilitator, Digital Teaching and Learning, Stakeholders, Education, Contemporary, Qualitative, COVID-19 Pandemic, Technology
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.14 No.10,
October
28,
2026
ABSTRACT: Digital and online teaching and learning have become a permanent aspect of the education system following the COVID-19 pandemic. As quality education is a key component of the Sustainable Development Goals (SDGs), digital teaching and learning in public primary schools may help achieve educational objectives by 2030. Despite the enhancement of teaching and learning through technology in Ghanaian schools, resource allocation remains insufficient in some context. Targeted policy interventions are therefore required to provide schools with adequate Information and Communication Technology (ICT) resources and training to support digital and virtual instructions. In this study, 76 participants were recruited voluntarily. Drawing on behaviorist, resilience, and digital theories as theoretical lenses. The study found that digital teaching and learning equipped stakeholders with technological competencies. Nonetheless, its implementation was constrained by poor collaboration, inadequate digital infrastructure, limited internet access, and insufficient digital literacy.