Ghana’s education system must undergo a radical digital transformation if it is to prepare learners for the demands of a technology-driven world. This was the rallying call of Hon. Dr. Kingsley Agyemang, Member of Parliament for Abuakwa South, as he addressed hundreds of teachers at the 7th Quadrennial Regional Delegates’ Conference of the Ghana National Association of Teachers (GNAT) on Tuesday, July 22.
Speaking at the Kibi College of Education, Dr. Agyemang described the digital revolution as both a challenge and an opportunity for Ghana, urging stakeholders to “move from chalkboards to code, from textbooks to tablets, and from silence in libraries to creativity in makerspaces.”
“This century belongs to those who can navigate digital landscapes. ICT is no longer a luxury — it is the new literacy,” he told the gathering.
ICT Must Be Core, Not Cosmetic
Dr. Agyemang expressed concern that despite years of national conversation on Information and Communication Technology (ICT), its application in classrooms remains largely cosmetic — limited to a few donated computers or sporadic workshops with little systemic follow-through.
He challenged the Ministry of Education and teacher unions, especially GNAT, to push for the full integration of ICT in both teaching and learning, and not just as a separate subject.
“Digital skills must be infused across the curriculum — whether it’s using AI tools to teach Mathematics, digital storytelling in English, or simulations in Science. Every subject must reflect the digital realities of the world students will inherit.”
Teachers as the First Digital Responders
Far from seeing technology as a threat, Dr. Agyemang urged teachers to embrace it as a powerful ally in improving pedagogy and access.
He called on GNAT to lead a nationwide teacher ICT upgrade programme, equipping educators not just with tools but also the confidence and creativity to use them.
“The future classroom is not bound by walls — it is mobile, modular, and multimedia-rich. But a smart classroom is useless without a smart teacher.”
To support this, he proposed that part of the GNAT Mutual Fund or government grants could be channeled into laptop acquisition schemes, subsidized internet access for teachers, and partnerships with ed-tech firms for training.
Bridging the Digital Divide
Dr. Agyemang acknowledged the inequalities in digital access across Ghana, particularly between urban and rural schools. However, he argued that this gap should not discourage action but rather intensify it.
“We cannot wait for perfection. Even the smallest school can be connected. Solar-powered devices, offline content servers, and community Wi-Fi can bring Accra-level learning to the most remote villages.”
He cited global examples of low-cost digital teaching models being successfully implemented in countries like India, Kenya, and Rwanda — suggesting Ghana can do the same with bold leadership and local innovation.
GNAT’s Role in Leading the Digital Charge
Turning directly to the leadership of GNAT, Dr. Agyemang said, “You have the numbers, the network, and the national influence. Why can’t GNAT develop its own digital learning portal for teachers? Why can’t you lead a tech-literate teacher revolution?”
He proposed that GNAT work with the Ghana Education Service and the private sector to set up regional digital labs, virtual teacher communities of practice, and peer-led ICT mentorships.
“The teacher of tomorrow must not only speak English and Twi. He or she must also speak Python and JavaScript,” he said, drawing laughter and applause from the audience.
Digital Education Is a Matter of National Survival
Concluding his address, Dr. Agyemang reminded delegates that digital transformation in education is no longer optional — it is essential for national development.
“If we do not prepare our children to thrive in the digital age, we are setting them up to become digital consumers — not creators. We will be buying apps from countries where our children should have been the developers.”
His message struck a chord with the hundreds of teachers and union leaders present, many of whom expressed excitement at the prospect of a more structured and empowered ICT agenda for GNAT and the wider education sector.
