THE PROSPECTS AND CHALLENGES OF OPEN EDUCATION AND E-LEARNING IN RELIGIOUS AND MORAL EDUCATION (R.M.E.) IN GHANA

作者

  • Adam Konadu Lecturer, 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 Lecturer, 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
  • Gabriel Kumah Lecturer, Social Science Department, Religious and Moral Education (R.M.E.) Unit, Abetifi College of Education, Abetifi, Eastern Region, Ghana orcid.org/0009-0006-9981-4929
  • Candida Olivia Quainoo Lecturer, Social Science Department, Religious and Moral Education (R.M.E.) Unit, Atebubu College of Education, Atebubu, Bono East Region, Ghana orcid.org/0009-0009-6708-2331
  • Collins Boafo Lecturer, Religious and Moral Education, Jasikan College of Education, Jasikan, Oti Region, Ghana orcid.org/0009-0008-2907-0201
  • Kwabena Agyeman-Badu Lecturer, Religious and Moral Education, S.D.A. College of Education, Agona, Ashanti Region, Ghana orcid.org/0009-0004-9316-0843

DOI:

https://doi.org/10.46827/ejoe.v11i2.6758

关键词:

open education, e-learning, religious and moral education, digital pedagogy

摘要

The rise of open education and e-learning is reshaping global education systems, including Religious and Moral Education (RME) in Ghana. This study examines the prospects and challenges of integrating digital learning into RME using qualitative interpretive analysis of literature and context. Findings show that e-learning enhances accessibility, learner-centered instruction, collaboration, and inclusive participation across diverse learners in Ghana. However, challenges such as digital inequality, poor infrastructure, limited teacher training, and weak connectivity hinder effective implementation. The study further identifies risks, including misinformation, ethical concerns, and reduced interpersonal engagement in moral learning. It argues for culturally grounded frameworks emphasizing relationality, empathy, and shared humanity. Ultimately, the study concludes that successful integration requires ethical digital literacy, inclusive policy support, infrastructure development, and culturally responsive pedagogy. It contributes an African-centered perspective linking technology with moral education for sustainable educational transformation in Ghana. It emphasizes balancing innovation with moral responsibility in order to preserve the ethical essence of RME within digital environments. The paper also highlights the importance of teacher capacity building, equitable access to technology, and the integration of African values in digital pedagogy to ensure holistic learner development. By situating RME within a culturally responsive digital framework, the study offers practical and theoretical contributions to educational transformation in Ghana and similar contexts. Overall, it suggests that e-learning can strengthen moral education if guided by ethics, inclusion, and African philosophical values. Thus, sustainable adoption depends on infrastructure, pedagogy, and strong ethical governance in schools across the Ghanaian education system.

##submission.authorBiographies##

  • ##submission.authorWithAffiliation##

    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

  • ##submission.authorWithAffiliation##

    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

  • ##submission.authorWithAffiliation##

    Gabriel Kumah holds a Master of Philosophy in Religious and Moral Education with specialization in curriculum development and comparative religion from the University of Cape Coast. He also holds a Master of Philosophy in Guidance and Counselling from the University of Cape Coast, all in Ghana. His research interests include curriculum implementation, classroom practices, students' adjustment to college and comparative religions. He is a Lecturer at Abetifi College of Education at Abetifi, Kwahu-East in the Eastern Region of Ghana. 

    Email: saintgabby100@gmail.com

  • ##submission.authorWithAffiliation##

    Candida Olivia Quainoo holds a Master of Philosophy in Religions and Human Values with specialization in Ethics and Society from the University of Cape Coast (UCC). She also holds a Post-Graduate Diploma in Education from the Catholic University of Ghana, all in Ghana. Her research interests include the Comparative Study of Religion, Religious Education, and Ethics and Society, specifically on African Traditional Ethics. She is a Lecturer of Religious and Moral Education at Atebubu College of Education in Atebubu in the Bono East Region of Ghana. 

    Email: qcandida@atecoe.edu.gh

  • ##submission.authorWithAffiliation##

    Collins Boafo holds a Master of Philosophy degree in Religious Studies from Kwame Nkrumah University of Science and Technology (KNUST). He also holds a Bachelor of Education in Religious Studies from Valley View University in Ghana and a Diploma in Education from the Seventh Day Adventist College of Education in Asokore in the Eastern Region of Ghana. He is currently pursuing a Doctor of Philosophy in Religious Studies at KNUST. His research interest is in Religious Education, and Religion and Society. He is a Lecturer of Religious and Moral Education at Jasikan College of Education in Ghana.

    Email: collinsphone17@gmail.com

  • ##submission.authorWithAffiliation##

    Kwabena Agyeman-Badu holds a Master of Philosophy in Religious Studies from Kwame University of Science and Technology (KNUST) in Kumasi. He also holds a Bachelor of Education in Religious Studies (B.Ed.) from the University of Cape Coast (UCC). He is currently pursuing a PhD in Religious Studies at KNUST. His research interests are Pentecostalism, Religion and Ethics, and Religious and Moral Education. He is a lecturer at Seven-Day Adventist College at Agona in the Ashanti Region. 

    Email: agyemanbadukwabena@gmail.comgh

参考

Adarkwah, M. A. (2021). “I’m not against online teaching, but what about us?” ICT in Ghana post COVID-19. Education and Information Technologies, 26(2), 1665–1685. https://doi.org/10.1007/s10639-020-10331-z

Agyemang, C., & Frempong, G. (2023). Digital inequality and access to online education in Ghana. Information Development, 39(1), 45–60. https://doi.org/10.1177/02666669211009478

Ahenkan, A., & Osei-Kojo, A. (2022). E-learning adoption challenges in developing countries. International Journal of Educational Development, 89. https://doi.org/10.1016/j.ijedudev.2022.102537

Akyeampong, K. (2020). Teacher policy and inclusive education in Ghana. Comparative Education, 56(4), 472–489. https://doi.org/10.1080/03050068.2020.1781397

Alhassan, R. (2021). Exploring digital learning readiness in Ghanaian colleges of education. Journal of Education and Learning, 10(3), 112–124. https://doi.org/10.5539/jel.v10n3p112

Amponsah, S., & Bekoe, S. (2022). Integration of ICT in Religious and Moral Education. Journal of Curriculum Studies Research, 4(2), 85–102. https://doi.org/10.46303/jcsr.2022.7

Anderson, T. (2020). The theory and practice of online learning (3rd ed., pp. 1–484). Athabasca University Press. https://doi.org/10.15215/aupress/9781771992329.01

Annan, J., & Mensah, F. (2023). E-learning and moral education in Africa. African Educational Research Journal, 11(2), 150–162. https://doi.org/10.30918/AERJ.112.23.021

Asamoah, E., & Yeboah-Assiamah, E. (2022). Ubuntu and digital pedagogy in African education. Cogent Education, 9(1), 2050193. https://doi.org/10.1080/2331186X.2022.2050193

Bates, A. W. (2022). Teaching in a digital age (3rd ed., pp. 1–552). BCcampus. https://doi.org/10.14288/1.0372916

Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis. Asian Journal of Distance Education, 15(1), 1–6. https://doi.org/10.5281/zenodo.3778083

Campbell, H. A., & Evolvi, G. (2019). Contextualizing digital religion studies. New Media & Society, 21(11–12), 2380–2397. https://doi.org/10.1177/1461444819837724

Cheong, P. H. (2021). Digital religion and mediated moralities. Journal of Religion, Media and Digital Culture, 10(2), 145–162. https://doi.org/10.1163/21659214-bja10038

Christensen, C. M., Horn, M. B., & Staker, H. (2020). Blended learning in action (pp. 1–320). Wiley. https://doi.org/10.1002/9781119513476

Czerniewicz, L., et al. (2020). A wake-up call: Equity in higher education. Postdigital Science and Education, 2(3), 946–967. https://doi.org/10.1007/s42438-020-00187-4

Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1–2), 91–96. https://doi.org/10.1007/s11125-020-09464-3

Dede, C. (2021). The role of digital technologies in deeper learning. Educational Technology, 61(3), 14–21. Retrieved from https://files.eric.ed.gov/fulltext/ED561254.pdf

Eshun, I., & Osei-Poku, P. (2021). Curriculum transformation in Ghanaian education. International Journal of Curriculum Development, 13(2), 89–105.

Garrison, D. R. (2021). E-learning in the 21st century (3rd ed., pp. 1–216). Routledge. https://doi.org/10.4324/9781315667263

Guri-Rosenblit, S. (2020). Distance education in the digital age. Distance Education, 41(1), 1–17. https://doi.org/10.1080/01587919.2020.1727298

Hodges, C., et al. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27(1), 1–12. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Kumi-Yeboah, A., & Smith, P. (2021). Digital divide in African education. Educational Technology Research and Development, 69(4), 2135–2153. https://doi.org/10.1007/s11423-021-09987-5

Mensah, F., & Nabie, M. J. (2022). Teacher preparedness for online instruction in Ghana. Education Sciences, 12(5), 322–336. https://doi.org/10.3390/educsci12050322

Moore, M. G., & Kearsley, G. (2021). Distance education: A systems view of online learning (4th ed., pp. 1–368). Wadsworth. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Naidu, S. (2021). Building resilience in education systems. Distance Education, 42(1), 1–6. https://doi.org/10.1080/01587919.2021.1885096

Nyadzi, E., et al. (2024). Policy reforms and digital education in Ghana. International Journal of Educational Development, 99, 102763. https://doi.org/10.1016/j.ijedudev.2024.102763

Osei, G. M. (2021). Open educational resources in Ghana. Open Learning, 36(2), 123–138. https://doi.org/10.1080/02680513.2020.1839031

Selwyn, N. (2022). Education and technology: Key issues and debates (3rd ed., pp. 1–240). Bloomsbury. Retrieved from https://doi.org/10.1007/s11159-022-09971-9

Siemens, G. (2021). Connectivism: Learning theory for the digital age. International Journal of Instructional Technology, 2(1), 3–10. Retrieved from https://static1.squarespace.com/static/6820668911e3e5617c36c48c/t/682dadc9690ec5749004d96d/1747824073835/connectivism.pdf

UNESCO. (2023). Digital learning and transformation of education in Africa (pp. 1–150). UNESCO Publishing. https://doi.org/10.54675/UNESCO.2023.9789231005306

##submission.downloads##

已出版

2026-05-29

期次

卷 11 期 2 (2026)

栏目

Articles

##submission.license##

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

 

  1. 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.

 

  1. 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.

 

  1. 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).