This research explores the relationship between digital nativity and internet addiction among university students at the Kwame Nkrumah University of Science and Technology (KNUST) in Ghana. The Digital Native Assessment Scale (DNAS) and Internet Addiction Test (IAT) were administered to 411 undergraduate students from various academic disciplines, with 49.15% (n=202) males and 50.85% (n=209) females. College of Arts and Built Environment (21.90%, n=90), College of Engineering (15.33%, n=63), College of Science (14.35%, n=59), College of Humanities and Social Sciences (22.63%, n=93), College of Health Sciences (15.82%, n=65), and College of Agriculture and Natural Resources (9.98%, n=41). Results demonstrated moderate to high levels of digital nativity based on their DNAS scores, with significant positive correlations between DNAS and IAT (r = 0.569, p < 0.001). Suggesting that students with higher scores in digital nativity may be at risk of developing addictive internet behaviours. Interestingly, academic level and college affiliation emerged as factors influencing internet addiction, with students at a higher level and those in the College of Science showing intensified vulnerabilities.

Background: The high teacher attrition rate in public primary schools in Techiman, Ghana, has become a serious problem that directly impacts the quality of education and the achievement of national education development goals. Objectives: The study investigated factors that influence teachers' attrition in the Techiman Municipality. Methods: One hundred ninety-seven teachers were sampled for the study using convenience and simple random sampling techniques. This study utilized the embedded mixed methods design with descriptive survey and phenomenology as research methods to collect quantitative and qualitative datasets using questionnaires and interviews as data collection tools. The qualitative data were analyzed using thematic analysis, while the quantitative data were analyzed using descriptive and inferential statistics using the SPSS software. Results: It was found that teachers perceived salary as the major employer-related factor in teachers' attrition (relative importance index (RII) = 0.85). team member-related factors, such as the willingness of teachers to pursue another career outside education, were perceived as the primary factor of attrition (RII = 0.78). In contrast, an external-related factor, such as better opportunities in some other occupations, was ranked the first major contributor to teachers' attrition (RII = 0.88). The overall assessment of the factors of attrition based on the relative importance index revealed that Employer-related factors are the major contributor to teachers' attrition (RII = 0.70). Conclusions: The study recommends that the Ghana government find innovative ways of increasing teachers' salaries as a source of motivation and offer them other incentive packages to aid in retaining them in the service.

Issues have been raised about the identity challenges that seem to have characterized most tertiary institutions in Ghana especially the Technical Universities as regards the academic gown usage during academic ceremonies. The usual practice is that Institutions who do not own the gowns hire from the traditional universities whose aims and philosophies are often at variance with them and in effect results in identity crisis. The aim of this paper was to investigate the issues concerning how gowns are used in the study area and the design expectations for befitting customized gowns. To do that descriptive research with cross sectional survey was undertaken in the study area using convenience and simple random sampling techniques and data were collected from 400 respondents. The findings were that most respondents recognised the existence of the issues pertinent to the use of the academic ensembles that amount to identity challenges and admitted that these issues need to be addressed by acquiring befitting customised academic dresses. Additionally, respondents were almost unanimously in favour of the various gown components designed to portray the philosophies and traditions of the institution and its faculties, be of good quality material, exquisitely sewn and being durable. Respondents indicated the need for deans of faculties to have special academic costumes specific to their status and positions and in all, they were of the view that gowns must have an indigenous traditional touch. It is thus recommended that all academic institutions in Ghana should acquire their own academic dresses which are in tune with their philosophies and traditions and capable of visibly differentiating them from their sister institutions. This outcome will help policy makers in their quest for the appropriate academic robes for their various institutions and faculties and also whip up interest for acquiring befitting academic robes. It will as well add to the body of knowledge for the use by the academia and other interested researchers.

Handwriting plays an important role in academic progression and personal development. Handwriting challenges among primary school children are widespread and well-documented. Handwriting instruction has become a relegated phase of the learning process in many Ghanaian basic schools. The study assesses the prevalence of handwriting difficulties among basic school pupils in selected public schools in the Oforikrom Municipality in the Ashanti Region. The study employed a cross-sectional design using a standardized handwriting assessment tool, the pupil's Handwriting Assessment Rubric. Pupils’ handwriting was assessed based on eight handwriting descriptors: letter formation, placement, letter sizing, spacing of letters, legibility, speed, neatness, and spacing of words. Each descriptor was scored on a 5-point scale with 5 representing the highest score. The study found a high prevalence of handwriting difficulties among the pupils; scores indicated that 11 pupils, representing 2.2%, had Very Poor, 89 representing 18.9% had Poor, 242 representing 50.6% had Average, 112 representing 23.6% had Good and 22 pupils representing 4.6% had Very good handwriting. This implies that the pupils' handwriting scores are considered Average. The study also indicated a significant difference in letter formation, legibility, and speed, with girls scoring higher than boys. Considering the high prevalence of handwriting difficulties and their consequences, policymakers must integrate comprehensive handwriting instruction across the curriculum of basic schools. Teachers, parents, clinicians, and other stakeholders should also watch for early signs of difficulties and offer remediation to mitigate its long-term academic and social consequences.