Any undergraduate student lacking the knowledge and skills for digital technology will find it challenging to succeed academically and thrive in the 21st -century higher education setting. This study employed a novel conceptual framework built from ecological theory to investigate the attributions of the knowledge and skill gap in digital literacy among Ghanaian undergraduate students. A phenomenological qualitative design with a purposive sampling technique was implemented to collect data from 16 undergraduates in a large public university in Ghana in a four-months period. The findings show several factors responsible for students’ digital literacy knowledge and skills gap. Undergraduates have ascribed these reasons to various macro and micro factors. The students attributed their skills gap to personal, parental, institutional, and government factors, pointing to the need for concerted action from national and international policymakers and educators alike. This paper argues that university lecturers, administrators, the Ministry of Education, and policymakers in Ghana should collaboratively redesign comprehensive, persuasive, and integrated digital literacy approaches to benefit undergraduate students at all levels.

This study examined student and practising nurses’ health literacy knowledge, and its correlates in Ghana. It was underpinned by an adapted version of the Institute of Medicine’s (IOM) conceptual framework of health literacy. We used convenience and snowball sampling techniques to collect data from 876 nurses (477 student nurses and 399 practising nurses) in a cross-sectional survey from February 2019 to June 2019. The respondents were drawn from all the former ten administrative regions of Ghana. Approximately 75.4% of the respondents had heard of health literacy. However, health literacy knowledge was generally low (average score of 6.6 out of 20) among both groups, with student nurses (average score of 5.8 out of 20) having significantly lower scores than practising nurses (average score of 7.4 out of 20). Factors associated with health literacy knowledge among student nurses included gender (male, B = −0.499, p < 0.01), trust in others (B = −0.874, p < 0.001), cultural values (B = 0.276, p < 0.001), year of study (B = 0.244, p < 0.05), and frequency of curative care use (B = −0.236, p < 0.05). For practising nurses, trust (B = −1.252, p < 0.01), cultural values (B = 0.357, p < 0.01), and working experience (B = 0.612, p < 0.01) were associated with their health literacy knowledge. Thus, responses targeted at gaps in health literacy knowledge of student and practising nurses must be sensitive to personal characteristics (e.g., gender), social values (e.g., issues of trust, and cultural beliefs and practices), as well as factors relating to nursing education and experience.

The COVID-19 pandemic has underscored the growing importance of digital technologies for economic resilience, especially for vulnerable groups like older workers in the informal sector. However, barriers to access and digital literacy create challenges alongside potential opportunities, particularly in less developed countries such as Ghana. Using older adults over 50 years engaged in informal work in Kumasi’s Central Business District in Ghana as a case, this paper explores older informal workers’ use of digital technologies in Ghana during the pandemic. Findings suggest that older informal workers relied heavily on their mobile phones as the only critical technological tool to sustain their businesses during the COVID-19 pandemic. However, the findings also reveal critical gaps in skills, training, and support, alongside resourcefulness in leveraging digital tools for business continuity. Key policy implications include expanding mobile-centric digital literacy programs, addressing infrastructure divides, and integrating capacity building into social protection. The paper contributes insights on strengthening lifelong learning and extending the working lives of older persons in the informal sector in the post-COVID era.

Scientific collaboration between the Global North and South has expanded significantly over the last three decades. However, this expansion has yet to bring about equal international research collaborations (IRC) for all collaborating sides. Through a case study of a Ghanaian elite university, this study examines how these inequalities manifest in the IRC of Ghanaian higher education researchers, building on the theoretical lenses of neocolonialism and academic dependency. It collected data from the university’s researchers and administrators and national policymakers through in-depth interviews. Ghanaian higher education system is uniquely located in West Africa as one of the few English-speaking colonised countries. Its growing involvement in global research makes it an interesting case to explore the manifestations of neocolonialism and dependency in IRC. The findings suggest how colonial structures continue to play out in the IRC dynamics. Findings also reveal how academic dependency resulting from external and internal factors impacts IRC in the context of Ghana and how such dependency has reflected and moved beyond colonial legacies. We propose that collaborative and targeted policies should aim for a gradual road towards breaking the dependency, where the Global North is positioned to have the upper hand. A more equally grounded research collaboration is important for Ghanaian and overall African higher education.