PROSPECTS AND CHALLENGES OF RELIGIOUS AND MORAL EDUCATION (R.M.E.) IN CONTEMPORARY GHANA

Authors

  • Adam Konadu Dr., Social Science Department, Religious and Moral Education (R.M.E.) Unit, St. Ambrose College of Education, Dormaa-Akwamu, Bono Region, Ghana orcid.org/0000-0002-0335-4299
  • Stephen Kyei Dr., Arts Department, Religious and Moral Education (R.M.E.) Unit, Berekum College of Education, Berekum, Bono Region, Ghana orcid.org/0000-0002-8641-0750
  • Benedict Ekow Ocran Dr., Social Science Department Religious and Moral Education Unit, Our Lady of Apostles College of Education, Cape Coast, Ghana orcid.org/0000-0003-0300-7403
  • Charles Twene Kofi Dr., Social Science Department, Religious and Moral Education (R.M.E.) Unit, St. Ambrose College of Education, Dormaa-Akwamu, Bono Region, Ghana orcid.org/0000-0003-2732-5510
  • Dennis Tawiah Dr., Social Science Department, Religious and Moral Education (R.M.E.) Unit, Seventh-Day Adventist College of Education, Agona, Ashanti Region, Ghana orcid.org/0009-0008-1364-0767
  • Abraham Ofoe Agbenu Dr., Social Science Department, Religious and Moral Education (R.M.E.) Unit, St. Francis College of Education, Hohoe, Volta Region, Ghana orcid.org/0009-0007-8121-1203

DOI:

https://doi.org/10.46827/ejes.v13i6.6720

Keywords:

African philosophy, communal ethics, Ghana, moral education, religious education, religious pluralism

Abstract

Religious and Moral Education (R.M.E.) occupies a central place within Ghana’s educational and socio-cultural landscape, functioning as a key medium for the transmission of ethical values, religious literacy, and civic responsibility. This study critically examines the prospects and challenges of R.M.E. in contemporary Ghana, situating the subject within broader philosophical, educational, and socio-religious transformations. Drawing on qualitative interpretive analysis informed by African philosophical traditions—particularly Ubuntu—the study argues that R.M.E. plays a significant role in moral formation, social cohesion, and interfaith understanding across both formal and informal contexts. The findings indicate that R.M.E. remains an essential instrument for character formation and the reinforcement of communal values rooted in African moral thought. However, the subject continues to face substantial challenges, including inadequate teacher preparation, limited curriculum development, tensions arising from religious pluralism, the pervasive influence of digital media, and systemic pressures associated with educational reforms such as the Free SHS initiative. While R.M.E. demonstrates strong potential for fostering ethical citizenship and national development, its effectiveness is undermined by inconsistencies in implementation and rapidly evolving socio-cultural dynamics. By integrating theoretical perspectives with empirical insights, the study advocates for a re-imagining of R.M.E. that aligns with contemporary realities while remaining grounded in indigenous ethical frameworks. The research contributes to academic discourse by bridging African philosophy, religious literacy, and educational policy, offering a nuanced understanding of how R.M.E. can be repositioned as a transformative force within Ghana’s educational system.

Author Biographies

  • Adam Konadu, Dr., Social Science Department, Religious and Moral Education (R.M.E.) Unit, St. Ambrose College of Education, Dormaa-Akwamu, Bono Region, Ghana orcid.org/0000-0002-0335-4299

    Adam Konadu (PhD) holds a Doctor of Philosophy in Religious Studies with specialization in Interfaith Relations and Religion and Society from Kwame Nkrumah University of Science and Technology (KNUST). He also holds a Post-Graduate Diploma in Education from the Catholic University of Ghana, all in Ghana. His research interests include the Comparative Study of Religion, Interfaith Relations, Religious Education, and Religion and Society. He is a Lecturer of Religious and Moral Education at St. Ambrose College of Education at Dormaa-Akwamu in the Bono Region of Ghana.

    Email: konaduadam@sace.edu.gh

  • Stephen Kyei, Dr., Arts Department, Religious and Moral Education (R.M.E.) Unit, Berekum College of Education, Berekum, Bono Region, Ghana orcid.org/0000-0002-8641-0750

    Stephen Kyei (PhD) holds a BA, M.Phil., and PhD in Religious Studies from Kwame Nkrumah University of Science and Technology (KNUST), with specialization in Systematic Theology, Church and Society, and Ethics. His research interests focus on liturgy, faith, and their impact on society. He currently serves as the Head of the Department of Arts and as a Lecturer in Religious and Moral Education at Berekum College of Education in the Bono Region of Ghana.

    Email: stephenkyei@becoled.edu.gh

  • Benedict Ekow Ocran, Dr., Social Science Department Religious and Moral Education Unit, Our Lady of Apostles College of Education, Cape Coast, Ghana orcid.org/0000-0003-0300-7403

    Benedict Ekow Ocran (PhD) holds a Doctor of Philosophy in Religion and Health from Nottingham Trent University. He also possesses a Master's Degree in Education, Health Promotion, and International Development from University College London and a Master's in Religion and Human Values from the University of Cape Coast, Ghana. His research interests include a particular focus on how religion intersects with sexual health and, specifically, sexuality education as it relates to young people. He also has a distinct interest in researching positionalities and how they influence qualitative research methods and the production of knowledge. He is a Lecturer in Religious and Moral Education at the Our Lady of Apostles College of Education, Cape Coast, Ghana.

    Email: b-eocran@olacoe.edu.gh

  • Charles Twene Kofi, Dr., Social Science Department, Religious and Moral Education (R.M.E.) Unit, St. Ambrose College of Education, Dormaa-Akwamu, Bono Region, Ghana orcid.org/0000-0003-2732-5510

    Charles Kofi Twene (PhD) holds a Doctor of Philosophy Degree in Curriculum Studies from the University of Cape Coast in Ghana. He also holds a Master of Philosophy in Curriculum Studies in Religious Education from the University of Cape Coast (UCC) in Ghana. His research interest has been in Religion and Curriculum Studies. He is a Lecturer of Religious and Moral Education and the Head of the Social Science Department at St. Ambrose College of Education at Dormaa-Akwamu in the Bono Region of Ghana.

    Email: charlestwene@sace.edu.gh

  • Dennis Tawiah, Dr., Social Science Department, Religious and Moral Education (R.M.E.) Unit, Seventh-Day Adventist College of Education, Agona, Ashanti Region, Ghana orcid.org/0009-0008-1364-0767

    Dennis Tawiah (PhD) holds a Doctor of Philosophy (PhD) in Religious Studies from Kwame Nkrumah University of Science and Technology (KNUST). He also holds a Master of Philosophy in Religious Studies degree from KNUST. His research interests include Biblical Studies, Religion and Society, Religious Education, and Moral Education, with a particular focus on how scriptural understanding influences ethical behaviour and social development in African contexts. He is a Lecturer in Religious and Moral Education at Seventh-Day Adventist College of Education at Agona in the Ashanti Region of Ghana.

    Email: dennistawiah9@gmail.com

  • Abraham Ofoe Agbenu, Dr., Social Science Department, Religious and Moral Education (R.M.E.) Unit, St. Francis College of Education, Hohoe, Volta Region, Ghana orcid.org/0009-0007-8121-1203

    Abraham Agbenu Ofoe (PhD) holds a Doctor of Philosophy (PhD) in Religious Studies with specialization in Religious and Moral Education from the Kwame Nkrumah University of Science and Technology (KNUST). He also holds a Master of Philosophy degree in the Study of Religions from the University of Ghana, Legon. His research interests include Religion and Society. He is a Lecturer in Religious and Moral Education at St. Francis College of Education at Hohoe in the Volta Region of Ghana.

    Email: abrahamofoe5@gmail.com

     

References

Acquah, A. (2025). Teaching in a diverse society: Influence of religious literacy and multicultural teaching competence on the self-efficacy of religious and moral education teachers in the Accra metropolis, Ghana. Open Journal of Educational Research, 5(4), 128–154. https://doi.org/10.31586/ojer.2025.6190

Acquah, A., Attila, F. L., & Yalley, C. E. (2024). A critical review of the Free Senior High School policy in Ghana within the framework of curriculum development. Journal of Advance Research in Social Science and Humanities, 1–18. https://doi.org/10.61841/fkfr6k15

Adasi, G. S. (2025). Religious communication in Ghana’s digital space. Trinity Journal of Church and Theology, 1–15.

Adinkrah, B. K., & Fosu-Ayarkwah, C. (2019). Approaches to teaching of values in religious and moral education in selected Colleges of Education in Ghana. Journal of Educational Development and Practice, 3(3), 151–168. https://doi.org/10.47963/jedp.v3i.948

Adomako, E. B., Mugumbate, R., Spangaro, J., Sharma, A., & Issahaku, P. A. (2026). Applying Ubuntu principles to decolonise social work research. International Social Work, 1–15. https://doi.org/10.1177/00208728251386045

Ameko, S. K., Okrah, K. A., Osei, R. D., et al. (2025). Systematic review of Free Senior High School policy in Ghana. African Journal of Management Research, 32(2), 1–25. Retrieved from https://www.researchgate.net/publication/400604588_Systematic_Review_of_Free_Senior_High_School_Policy_in_Ghana

Anderson Jnr., G. (2013). Religion and moral development in Ghana. Ghana Journal of Religion and Theology, 45–60. Retrieved from https://eajournals.org/gjahss/vol-1issue-3-september-2013/religion-and-morality-in-ghana-a-reflection/

Appau, S., & Yang, Y. (2024). Church advertising and religious hegemony in Ghana. Journal of Religion and Society, 23(4), 1–18. Retrieved from https://journals.sagepub.com/doi/10.1177/14705931231202434

Appiah, S. K. (2022). Biblical interpretation and the moral function of religion: Towards the building of a just and equitable society in Ghana. Oguaa Journal of Religion and Human Values, 6(3), 95–112. https://doi.org/10.47963/ojorhv.v7i1.1150

Asamoah, K., & Yeboah-Assiamah, E. (2019). Ubuntu philosophy for public leadership and governance praxis. Journal of Global Responsibility, 10(4), 307–321. https://doi.org/10.1108/JGR-01-2019-0008

Bansah, C. W. (2018). Religious and moral education: A panacea for nation building in post-colonial Ghana. Ghana Journal of Religion and Theology, 8(1), 1–15. Retrieved from https://journals.ug.edu.gh/index.php/gjrt/article/view/89

Battle, M. (2009). Ubuntu: I in you and you in me. Seabury Books. Retrieved from https://books.google.ro/books/about/Ubuntu.html?id=3KNbCvxPvUsC&redir_esc=y

Boafo, C., Konadu, A., & Twene, C. K. (2024). Factors affecting teaching and learning of Religious and Moral Education in Ghanaian junior high schools. Journal of Education and Learning Technology, 5(1), 1–8. https://doi.org/10.38159/jelt.2024511

Campbell, H. A. (2017). Digital religion: Understanding religious practice in new media worlds. Routledge. https://doi.org/10.4324/9780203084861

Campbell, H. A., & Evolvi, G. (2019). Contextualizing digital religion research. New Media & Society, 21(5), 1145–1162. https://doi.org/10.1177/1461444819826539

Cheong, P. H. (2021). Religion and social media ethics in digital societies. Journal of Religion, Media and Digital Culture, 10(1), 75–92. https://doi.org/10.1163/21659214-bja10036

Cheong, P. H., & Fischer-Nielsen, P. (2020). Digital religion, social media and culture. Peter Lang. Retrieved from https://books.google.ro/books/about/Digital_Religion_Social_Media_and_Cultur.html?id=I7GqtgAACAAJ&redir_esc=y

Chigangaidze, R. K. (2023). Environmental social work through the African philosophy of Ubuntu. International Social Work, 66(3), 1–14. https://doi.org/10.1177/00208728211073382

Gyekye, K. (1995). An essay on African philosophical thought: The Akan conceptual scheme. Temple University Press. Retrieved from https://books.google.ro/books/about/An_Essay_on_African_Philosophical_Though.html?id=rCt0QgAACAAJ&redir_esc=y

Haynes, J. (2023). Christian nationalism and politics in Ghana. Religions, 14(9), 1202. https://doi.org/10.3390/rel14091202

Haynes, J. (2024). Pentecostalisation and civil religion in Ghana. Religions, 15(12), 1448. https://doi.org/10.3390/rel15121448

Hoover, S. M. (2019). The media and religious authority. Penn State University Press. Retrieved from https://peterhorsfield.com/wp-content/uploads/2017/03/2016-bc-media-religious-authority.pdf

Ikuenobe, P. (2016). Philosophical perspectives on communalism and morality in African traditions. Lexington Books. Retrieved from https://books.google.ro/books/about/Philosophical_Perspectives_on_Communalis.html?id=XblnsvqzpEMC&redir_esc=y

Konadu, A., Frederick, M. B., & Amedorme, D. (2022). Fostering religious tolerance and harmonization in Ghana. E-Journal of Humanities, Arts and Social Sciences, 175–187. https://doi.org/10.38159/ehass.2022352

Konadu, A., Samwini, N. I., Addai-Mensah, P., & Tayviah, M. M. (2025). Reflection on socio-religious environment of Ghana. E-Journal of Humanities, Arts and Social Sciences, 6(2), 217–227. https://doi.org/10.38159/ehass.20256214

Konadu, A., Tayviah, M. M., & Obeng, B. (2024). Religious diversity and socio-ethical behaviour in Ghana. Asian Research Journal of Arts & Social Sciences, 22(4), 13–22. https://doi.org/10.9734/arjass/2024/v22i4526

Konadu, A., Tayviah, M. M., & Kyei, M. (2026). Interfaith relations and coexistence in Ghana. JJEOSHS, 9(2), 1–11. https://doi.org/10.35544/jjeoshs.v9i2.201

Louw, D. J. (2010). Ubuntu: An African assessment of the religious other. Journal of Theology for Southern Africa, 136, 36–50. Retrieved from https://www.bu.edu/wcp/Papers/Afri/AfriLouw.htm

Mbiti, J. S. (1989). African religions and philosophy (2nd ed.). Heinemann. Retrieved from https://books.google.ro/books/about/African_Religions_Philosophy.html?id=eTUpo9lH-fYC&redir_esc=y

Mensah, M., Acquah, A., & Oteng, B. (2025). Exploring the role of social studies and religious education in shaping student behavior in Ghana. Religious Education, 1–28. https://doi.org/10.1080/00344087.2025.2593192

Mensah, M. (2019). Religion and sustainability ethics in Africa. Sustainability Studies Journal, 8(3), 55–70.

Menkiti, I. A. (2004). On the normative conception of a person. In African philosophy: An anthology (pp. 324–331). Blackwell.

Metz, T. (2017). A relational moral theory: African ethics in and beyond Ubuntu. Oxford University Press. https://doi.org/10.1093/oso/9780198797356.001.0001

Molefe, M. (2020). African ethics and partiality. Routledge. https://doi.org/10.4324/9780429342874

Nyadzi, B. W., Achari, D., Tawiah, J., et al. (2024). Socio-economic implications of Free SHS policy. Open Journal of Educational Research, 4(3), 100–111. https://doi.org/10.31586/ojer.2024.950

Oduor, P. L. O. (2021). Ubuntu philosophy as foundation for African ecclesiology. East African Journal of Traditions, Culture and Religion, 4(2). https://doi.org/10.37284/eajtcr.4.2.487

Okyerefo, M. P. K. (2019). Religion and social transformation in Ghana. Journal of Religion in Africa, 49(3), 234–255. https://doi.org/10.1163/15700666-12340112

Pobee, J. S. (2018). Religion and public morality in Ghana. Ghana Studies, 21, 45–62. Retrieved from https://eajournals.org/wp-content/uploads/Religion-and-Morality-in-Ghana.pdf

Quarshie, M. (2025). Religion in Ghana’s educational system. ResearchGate Preprint, 1–50. https://doi.org/10.13140/RG.2.2.32102.28486

Ramose, M. B. (2002). African philosophy through Ubuntu. Mond Books. Retrieved from https://books.google.ro/books/about/African_Philosophy_Through_Ubuntu.html?id=fT17AAAAMAAJ&redir_esc=y

Shutte, A. (2001). Ubuntu: An ethic for a new South Africa. Cluster Publications. Retrieved from https://books.google.ro/books/about/Ubuntu.html?id=zV7XAAAAMAAJ&redir_esc=y

Tawiah, D., Opoku, J. K., & Addai-Mensah, P. (2025). The hidden influence and catalysts of religious and moral education in Ghanaian basic schools. E-Journal of Humanities, Arts and Social Sciences, 6(1), 26–43. https://doi.org/10.38159/ehass.2025613

Tawiah, D., Addai-Mensah, P., & Opoku, J. K. (2025). Effectiveness of religious and moral education in Ghanaian basic schools. E-Journal of Humanities, Arts and Social Sciences, 6(2), 228–244. https://doi.org/10.38159/ehass.20256215

Tutu, D. (1999). No future without forgiveness. Doubleday. Retrieved from https://books.google.ro/books/about/No_Future_Without_Forgiveness.html?id=JOIbQj2z4loC&redir_esc=y

Udah, H., Tusasiirwe, S., Mugumbate, R., & Gatwiri, K. (2025). Ubuntu philosophy and social work. Journal of Social Work, 25(2), 1–18. https://doi.org/10.1177/14680173241312749

Wiredu, K. (1996). Cultural universals and particulars: An African perspective. Indiana University Press. https://doi.org/10.1017/S0022278X00453449

Downloads

Published

2026-05-15

Issue

Vol. 13 No. 6 (2026)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).