OpenSTEM Africa: Ghana - Test and Learn with the University of Cape Coast

Project leader(s): Sarah Davies Jane Cullen Kerry Murphy Maria Velasco

Theme: Technologies for STEM learning
Project faculties: STEM
Status: Archived
Date: April 2022 to November 2025

Nationwide in Ghana there is pressure on practical STEM teaching and learning because of the scarcity of laboratory space, equipment and resources at Senior High School (SHS) (upper secondary) and university undergraduate (tertiary) level. Participation in STEM within Ghana and across Africa is a particular concern for women and girls, with studies highlighting a ‘distinct shortage of female presence in these disciplines’ (UNESCO 2024). Such pressures on STEM education have generated interest in online and virtual approaches to STEM practical work. ICT can be a powerful tool for providing learning opportunities in STEM, however, for such approaches to be successful, they require an understanding of the technological and pedagogical context.

The “OpenSTEM Africa: Ghana ‘Test and Learn’: University of Cape Coast” project (OSA-UCC ‘test and learn’) is an exploration of the potential for online and virtual STEM education at University of Cape Coast, Ghana (UCC). Critically, this project is a collaboration between the Open University (OU) and UCC, involving UCC-based STEM education experts as well as UCC science educators and students. The collaboration is framed by a Memorandum of Understanding and a partnership agreement between the OU and the University of Cape Coast, Ghana. The OSA-UCC ‘test and learn’ is a strand of the larger OpenSTEM Africa project and runs alongside a wider exploration of digital STEM education with the University of Ghana, the University of Nairobi and Kenyatta University.

The overall approach was to investigate attitudes and pedagogical and technical preparedness for practical and computer-based practical STEM learning and teaching at UCC through co-planned and co-designed research, qualitative and quantitative data gathering and analysis.

As part of this project, UCC created their own instantiation of Open STEM Africa virtual laboratory materials: Open STEM Lab | University of Cape Coast

Activities involved a stakeholder workshop in Ghana, interviews with STEM academics and senior university staff, a UCC-based focus group workshop with undergraduate science/science education students, a survey of UCC undergraduate students and regular virtual progress meetings between OU and UCC colleagues.

Quantitative results from the student survey indicate a gender imbalance, with male students slightly outnumbering females and with male students more frequently enrolled in traditional science programmes such as physics, chemistry, and engineering-related fields, and female students more likely to be represented in life sciences and applied science programmes, including biology, nursing, and environmental science. Students express a strong desire for more opportunities to engage in practical activities, with current access rated relatively highly, but with concerns over levels of resources and sustainability and support systems. While many students own digital devices, internet connectivity—both on campus and at home—remains a significant barrier to fully leveraging ICT in STEM learning. Students report moderate to strong proficiency in the use of ICT tools, with males consistently rating themselves higher across most items. Virtual laboratories and digital simulations are the least widely used tools. Students report limited confidence in using ICT skills for conducting experiments or carrying out data analysis.

Qualitative analysis from the study overall indicates that:

ICT applications are not yet widely adopted in STEM education.
There is recognition among academics that large classes, limited laboratory space and time, limited equipment and machinery, and expensive physical infrastructure orient to the need for virtual and digital approaches to STEM learning.
There is a consensus across the STEM students and academics of the need to move away from theory-based learning and teaching.
There is a need for more practical hands-on learning and teaching.
There is a need for more individual development of the knowledge and skills needed to produce skilled STEM professionals and academics.
There is a need for more connection between STEM learning at university and the industry-specific skills needed for STEM careers.
There is a need for STEM environments in universities which better enable the development and progression of female students and academics.

Strong messages from this project are, firstly, the importance of leadership from within Africa and, secondly, the benefits of co-creation and collaboration. Further work and next steps should involve:

Applications for funding which include the development of digital skills/digital literacy for STEM students and academics.
Applications for funding which include a strong gender perspective.
Applications for funding which are led from within Africa.
Continued orientation to research and development which is free at the point of use.