Background: This article attempts to formulate a school-based model to capitalise on the opportunities and strengths within schools in the Sub-Saharan Africa (SSA) regions to ideate global school-driven digital innovation(s). Consequently, this article explores various digital innovation challenges, opportunities, and elements for schools, as well as proposed school-driven interventions. The paper seeks to open conversations among various international bodies and educational stakeholders, leading to school actors taking ownership of educational projects and school innovation. Methods: A traditional literature review was adopted to analyse the subject of Digital Transformation in Education (DTE). The traditional literature review is a comprehensive and critical overview based on the past and current literature on a subject matter without stringent methodology. Through the literature review methodology, existing materials on the subject matter are subsequently used. Terms and concepts about school innovation and management/leadership were extracted for consideration. These served as a basis for formulating a reference DTE model for interventions. This paper is underpinned by two main conceptual and theoretical bases: (i) The theory of school-based management and its related indicators, and (ii) Michael Fullan’s concept of school innovation, which is based on the three key factors of Technology, Pedagogy, and Change knowledge. Fullan’s concept is extended to showcase how Active Learning (AL) can inform pedagogical innovation. Results: This paper presents a school-based digital transformation in the education reference model as the outcome. The model uses concept maps to showcase the interrelations between DTE indicators and concepts, and the linkages around which Digital Transformation in Education could be developed as a School-Based Managed (SBM) agenda.

This study explored the role of the teacher’s digital literacy (TDL) among other schools’ digital culture (SDC) components in determining Digital Divide (DD) among Ghana’s basic schools. A paper-based survey was conducted with teachers and head-teachers from randomly sampled 17 basic schools in various locations in Ghana. The questionnaire was adopted from the Institute for Capacity Building – UNESCO and EU rubrics for measuring ICT in education; and explored nine Digital Culture components including TDL. Data were analysed using K-means Clustering, Correlation analysis, Discriminant analysis, and Independent-samples T-test. The schools were clustered based on SDC components into two DD groups; the principal influencing factors were Teachers’ digital literacy and ICT related policy documents. The school groups particularly differed based on whether they not only had the digital literacy competences, but also applied these competences in their teaching and professional development in schools. We argue that in spite of training for TDL, many schools still lack other digital culture components, and this may hinder them in applying ICT in their schools.

This paper explores the concept of digital divide (DD) in Ghana's basic schools in Sekondi-Takoradi Metropolis in Western Region. We tested the ICT culture variables as well as school location factor in respect to school's digital divide. A survey sample contained 17 regional city schools from three different locations - central city in the region, towns away from the central city, and village schools. The survey instrument was developed with ten ICT culture variables. The variables in the instrument met the Cronbach's Alpha threshold value of α = 0.70. Data was analysed with Descriptive statistics, Hierarchical Cluster analysis, Independent t-test, and Canonical discriminant analysis. We found that school location did not determine the schools DD, nonetheless the schools were digitally divided, -2 clusters were found among schools. This DD was determined by certain ICT culture variables: Teacher's ICT competences and the usage of ICT in Teacher's professional practice were paramount.

This paper explores the integration of artificial intelligence into assistive technologies (AI-ATs) for individuals with visual and hearing impairments. While these technologies enhance independence and quality of life, they raise complex ethical challenges demanding systematic examination. We conducted a systematic review synthesising findings from 81 peer-reviewed publications (2010-2024), searching nine databases with rigorous inclusion criteria. An analytical framework examined 11 ethical dimensions across various implementation contexts. The analysis reveals equity and accessibility as primary ethical concerns, followed by autonomy and privacy protection. Workplace applications dominate the literature, while educational contexts remain underrepresented. Implementation strategies prioritise user-centred design but show limited attention to technical accountability. Findings indicate critical misalignment between ethical principles and practical implementation. This review contributes a comprehensive framework for evaluating AI-AT ethics and highlights the need for integrated development approaches emphasising interdisciplinary collaboration among technologists, ethicists and end-users.