Staff Research & Publications

Since

Kwaw, R., Kwartemaa, E., Amoako, B. M., Edjah, J. O., & Mahama, I. (2026). Students’ Involvement in Voice Practices, Democratic Participation, And Peer-Led Restorative Practices in Ghanaian Higher Education Institutions. Canadian Journal of Educational and Social Studies, 6(1), 52-89. DOI: https://doi.org/10.53103/cjess.v6i1.428

Abdullah, A. & Mahama, I. (2026). Elementary teachers’ perspectives on RTI Programmes in supporting students with learning disabilities in Saudi Arabia. Humanities and Social Sciences Communications, 1-14. DOI: https://doi.org/10.1057/s41599-026-07376-9

Samuel Oduro Owusu, Mathew Thomas Gil, Bernard Tutu-Boahene, Samuel Affran & Sulemana Musah Ali. (2026). From social entrepreneurial education: how self-efficacy and family support shape youth entrepreneurial intentions,. Cogent Education,, 13:1, 2657076. DOI: https://doi.org/10.1080/2331186X.2026.2657076

Dake, D. K., Ofori, E., & Adablanu, S. (2026). From Education to Employment: A Deep Learning Approach to Understanding Job Market Trends in Africa. International Journal of Information and Education Technology, 16(4), 1007-1019. DOI: https://doi.org/10.18178/ijiet.2026.16.4.2571

Kyei, S.,. (2026). Boarding school experiences and identity formation among adolescents: insights from senior high schools in Ashanti, Central, Greater Accra, and Western regions of Ghana. Humanities and Social Sciences Communications, Springer Nature, 0(0) online, 1 - 33. DOI: https://doi.org/10.1057/s41599-026-07110-5

Kyei, S., Obeng Asare, J.,· Sadique, N.S,N., & Ortsin., M. (2026). Prison Conditions and the Violation of Incarcerated Women’s Familial Rights in Ghana: A Phenomenological Study. Journal of Human Rights and Social Work, Springer, 0(0), 1-14. DOI: https://doi.org/10.1007/s41134-026-00446-7

Botchwey, G. (2026). Climate Action and Just Transition in Ghana: Experiences and Evidence in Mining, Water and Forestry Sectors. In Moyo, P, Abuya, W.O, Botchwey, G Just Transition and Climate Justice in Sub-Saharan Africa: Epistemologies, Policy and Practice. Routledge, London. DOI: https://doi.org/10.4324/9781003669593.

Moyo, P, Abuya, W.O, Botchwey, G. (2026). Just Transition and Climate Justice in Sub-Saharan Africa: Epistemologies, Policy and Practice.(1st). Routledge, London. ISBN9781003669593 DOI: https://doi.org/10.4324/9781003669593.

Boateng, A., B. (2026). Artificial Intelligence (AI) in the Teaching and Learning of Foreign Languages: Insight from a Public University. In Aby, J., Randhir, K., Subheesh, N., P.,Thapasya, J. & Sobin, C., (Eds.) AI Innovations in Language Education and Communication. CRC Press, Boca Raton. DOI: https://doi.org/10.1201/9781003659921-11.

Awini, A. (2026). Teachers’ Use of Assistive Technology in STEM Instruction for Students with Visual Impairment in Inclusive Basic Schools in Ghana. Ghana Journal of Education and Teaching, 14(3), 79-102. DOI: https://doi.org/10.64712/ghajet.v14i3.799

Asante I. K., Ocran, J. K, Ametepey, E. T. K., Gakpo, J. O., Awini, A., & Owusu, G. (2026). Disability-Inclusive Competency Needs of Agricultural Extension Agent. Journal of Agricultural Science, 18(3), 1-9. DOI: https://doi.org/10.5539/jas.v18n3p1

Priscilla Yeye Adumoah Attafuah, Daniela Korletey, Rebecca K. Steele-Dadzie, Ayine Akolgo, Frank Atta Ekow Hayford, Elizabeth Peprah-Asare & Peter Ndaa. (2026). Perspectives of caregivers of children with disabilities on inclusive education implementation in the Shai-Osudoku district of Ghana. International Journal of Child Care and Education Policy, 20, 13. DOI: https://doi.org/10.1186/s40723-026-00178-1

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