Digitalising Higher Education Pedagogies: Gauging the Perspectives of Selected Senior Academic Members in Ghana

Abstract

This study examined factors affecting digital technology use and their adoption in Higher Education pedagogies to promote economic equity and transformation toward a better society. Using a descriptive research survey design with purposive sampling of one hundred respondents, the following were the major findings: Overall, incorporating technology into higher education pedagogy was rated very highly. Younger faculty, compared to older ones, were found to be more technology user-friendly in pedagogical delivery. Years of teaching experience and workload strongly impacted faculty use of digital technologies, while institutional-related factors such as availability of professional development, accessibility to technology, and technical and leadership support were rated as leading factors affecting faculty’s perception of the use of technology. Even though the majority considered a significant relationship between the digitalization of pedagogy in Higher Education and the development of a better society, the connection was not perceived to be automatic. While acknowledging the impact of digital pedagogy in Higher Institutions to leverage business and economic output, there was also the need for conscious crafting of technology development and national digital transformation towards a more inclusive and sustainable direction from both Higher Education and Government.