STEM curriculum reform in rural Sub-Saharan Africa: evaluating teacher training and classroom assessment practices in underserved schools in Ghana

To address the findings from this study and improve STEM education outcomes, several recommendations are proposed, focusing on teacher preparedness, resource allo cation, technology integration, and regional disparities. Firstly, it is essential to prioritize enhancing teacher profes sional development. While the study shows that teachers possess strong pedagogical skills and content knowledge in STEM, it also reveals that many lack ongoing professional development opportunities. Therefore, educational authorities should establish regular, structured training programs for STEM educators that focus not only on deepening subject knowledge but also on integrating innovative teaching methodologies and technology enhanced learning tools. These programs should be tailored to the specific needs of different educational levels and be easily accessible for teachers, particularly in rural and under resourced areas. A system of mentorship and peer learning could also be established to promote the sharing of best practices and foster collaborative learning among educators. Secondly, increasing access to STEM resources should be a primary focus. The study highlights that teachers in under resourced regions face significant challenges in curriculum implementation due to the lack of instructional materials and tools. Government and educational stakeholders should invest in ensuring that all schools, particularly in rural or underserved areas, are equipped with essential STEM resources, including textbooks, laboratory equipment, and digital learning platforms. Partnerships with private sector stakeholders, local businesses, and international organizations could help bridge the resource gap by providing funding or donations of necessary materials and technology. 14 Thirdly, the findings point to the need for a more comprehensive approach to technology integration in STEM education. While traditional assessment strategies like formative assessment are well-aligned with teacher practices, the use of technology-enhanced tools is less prevalent. Schools should be equipped with up-to-date digital devices and software, and teachers should receive training in digital literacy and technology integration. This will not only improve instructional delivery but also foster students’ digital skills, which are critical for their future success in a technology-driven world. Government policies should focus on narrowing the digital divide by ensuring that all schools, regardless of location, have access to reliable internet connectivity and modern educational technologies. Additionally, the study underscores the regional disparities in the implementation of STEM curricula, especially in Northern Ghana. To address this issue, targeted interventions are necessary to support schools in regions with inadequate infrastructure. This could include the decentralization of resources, where funding and educational materials are distributed equitably across the country, and mobile learning platforms that can reach remote areas with limited access to traditional schools. Community engagement is also crucial, as local leaders and parents can play a significant role in supporting educational initiatives, such as helping with infrastructure development or promoting digital literacy. Moreover, policies should focus on the localization of STEM education programs, taking into account the specific needs and challenges of different regions. This could involve contextualizing the curriculum to ensure that it resonates with local cultures, resources, and priorities. For example, integrating local industry practices into the curriculum can make STEM education more relevant and engaging for students, while also providing them with practical skills that can enhance their future employability. Finally, addressing gender disparities in STEM education is crucial. Although not specifically explored in this study, existing research indicates that women and girls are often under represented in STEM fields, which may be compounded by cultural and societal barriers. Educational policies should promote gender-sensitive strategies aimed at encouraging female students to pursue STEM subjects and ensuring equal access to resources and opportunities. Initiatives such as female mentor ship programs, scholarships for girls in STEM, and creating a supportive classroom environment that encourages the participa tion of all students regardless of gender can contribute to narrowing the gender gap in STEM education