Ghana’s education system must undergo a fundamental transformation to reflect the demands of a technology-driven world.

That was the central message delivered by Dr Kingsley Agyemang, Member of Parliament for Abuakwa South, as he addressed hundreds of teachers at the 7th GNAT Quadrennial Regional Delegates’ Conference, held on 22 July at Kibi College of Education.

Describing the digital age as both a challenge and a catalyst for progress, Dr Agyemang called for a national shift “from chalkboards to code, textbooks to tablets, and from quiet libraries to active makerspaces,” he asserted: “Digital literacy is now a foundational skill. If our students are to compete globally, we must embed it throughout the entire education system.”

Moving Beyond Token Technology

Dr Agyemang criticised the current state of ICT education in Ghana’s schools, describing it as superficial and unsustainable. He noted that reliance on donated devices or occasional workshops had made little lasting impact.

“Technology must no longer be treated as a separate subject,” he said. “From AI-powered maths lessons to digital storytelling and science simulations, tech should enhance every subject area. Our classrooms must reflect the digital world our students are inheriting.”

Teachers Must Lead the Digital Charge

Rather than resist the rise of technology, Dr Agyemang urged educators to embrace it as a transformative tool. He called on GNAT to spearhead a national digital training initiative, ensuring that teachers are not only equipped with devices, but also the skills and confidence to use them effectively.

“A smart classroom means nothing without a smart teacher,” he remarked, suggesting that GNAT’s Mutual Fund or government grants could be channelled towards affordable laptops, subsidised internet, and partnerships with edtech companies.

Bridging the Digital Divide

On the issue of digital inequality—particularly in rural areas—Dr Agyemang stressed that limited access must not become an excuse for inaction. He proposed solutions such as low-cost, solar-powered devices, offline learning centres, and rural Wi-Fi networks.

He pointed to successful initiatives in India, Kenya, and Rwanda as evidence that Ghana can chart a similar course.

GNAT’s Role in Leading Change

Dr Agyemang issued a direct challenge to GNAT: “You have the reach, the influence, the numbers. Why not build your own digital learning platform for teachers? Why not lead Ghana’s teacher tech revolution?”

He proposed the establishment of regional digital labs, peer-led ICT training, and virtual teacher communities to foster continuous learning. “The Ghanaian teacher of the future must speak English, Twi — and Python.”

A National Priority

Concluding his address, Dr Agyemang warned that if Ghana does not act swiftly to digitise its education system, it risks falling behind. “We cannot allow our children to remain passive users of foreign technology — they must become its creators. If we delay, we’ll be importing ideas our youth should be building.”