International Journal of Advanced Research · Jana Publication and Research LLP · 30 September 2025
Summary based on abstract and available bibliographic information
Editorial Summary
This research explores the personal and institutional drivers of ICT proficiency among exemplar lecturers in a Ghanaian teacher education university. It provides a nuanced look at the motivations, support systems, and systemic barriers that define professional development in higher education settings.
Central Research Question
How do exemplar university lecturers in Ghana upgrade their ICT integration skills through professional development?
Key Findings
Intrinsic motivation, family support, and institutional resources foster skill growth, while inadequate funding, lack of technical support, and the absence of institutional competency requirements hinder development.
Methodology
Hermeneutic phenomenology using purposeful and snowball sampling, with data collected through interviews with 20 lecturers.
Evidence
The findings are based on thematic analysis of interview data from a purposively selected group of 20 exemplar lecturers.
Limitations
Not specified in available source
Why It Matters
This paper highlights a critical disconnect in Ghanaian higher education: the absence of formal institutional pressure or incentives for technological proficiency among academic staff. For institutional leaders, the findings suggest that individual motivation alone is insufficient; systemic reform—including dedicated funding, pedagogical technical support, and career-linked competency requirements—is necessary. Enhancing these factors is vital for institutional modernization and maintaining competitiveness in globalized higher education.
Practical Implications
Institutions should move beyond generalized training to provide subject-specific pedagogical ICT support, increase funding for specialized training, and integrate ICT proficiency into promotion and competency standards.
Keywords
ICT IntegrationHigher EducationProfessional DevelopmentGhanaLecturersPedagogyInstitutional Support
InLaME Editorial Note
This page provides an original summary and contextual presentation of the source publication. Consult the original publication for the complete research, evidence, methods and conclusions.
Cite this Publication
Seth Dade Ansah, Rebecca Akpanglo-Nartey, Joana Portia Sakyi (2025). FROM MOTIVATION TO MASTERY: LESSONS FROM EXEMPLAR LECTURERS UPGRADING ICT SKILLS THROUGH PROFESSIONAL DEVELOPMENT IN GHANA. International Journal of Advanced Research. https://doi.org/10.21474/ijar01/21867
