Five hundred teachers and education administrators drawn from public basic and senior high schools in Kumasi have been empowered to accommodate and appreciate the multiple intelligences of students.

The Ghanaian education sector often classifies students based solely on academic performance, failing to recognize their diverse skills and potential.

The International Community for Learning and Social Spectrums (ICLASS), in partnership with the Ghana Education Service (GES), has trained teachers and school administrators to facilitate innovation and diversification in teaching and learning.

ICLASS has asserted that many learners have been underestimated and overlooked because the current educational system categorises students based on academic prowess.

The maiden Key Education Enhancement Project (KEEP 2025) in Kumasi aims to rebrand educators and transform the country’s education system through the use of Artificial Intelligence (AI) and the multiple intelligence approach.

Under the theme “Building Resilient Safeguards: Rebranding the Ghanaian Teacher through their Multiple Intelligences,” the event brought together educators, school administrators, and key education stakeholders to explore innovative ways of improving teaching and learning in the 21st century.

Assisting News Editor with the EIB Network and facilitator of the KEEP initiative, Ivan Heathcote-Fumador, says the appreciation of multiple intelligences in the education system will ensure an inclusive environment.

How do we educators and teachers as learners get to understand this Artificial Intelligence, which can be a beautiful system of our education and systems?

"There is another thing called Multiple Intelligence. This is about how our children are disabled in the classroom and how, when we put our hearts together, we can generate a very positive, inclusive, and safe environment for everyone,” he said.

Participants engaged in cutting-edge content, including: Safeguarding as a core function with a focus on strategies for building safer, supportive, and thriving school communities; the interface between AI and the modern classroom; and differentiated learning methods for children with diverse abilities.

Contrary to the belief that AI makes students lazy, stakeholders insisted that it can be a powerful tool to enhance creativity, critical thinking, problem-solving, and personalized learning for students.

Technology entrepreneur Akwasi Boateng Osei entreated educators to utilise technology and artificial intelligence to bridge divides and develop a faster learning environment.

He urged industries to develop synergies for tutors to provide diverse learners with holistic education.

“AI has come to stay, and it is shaping how we work, learn, and live. Teachers and parents must adapt and guide students on how to use AI effectively.

"With proper supervision, AI can make education faster, smarter, and more productive. But there is a lot of room for development, and we need collaboration so experts can step in to help,” he said.

Educational psychologist Dr. Marian Babah Alargi stressed that teachers will operate efficiently and effectively with an inclusive learning environment and with approaches.

“Previously, it was easy to label a child 'Obonfo' or not smart, but probably because our assessment didn’t cover all the assessment of intellect.

"Teachers should be conscious of the multiple intelligences of children and identify them through their lessons. This way, they are able to teach well and not even stress about carrying the class along,” she said.