Empowering Rural Learners through ICT-Based STEM Education: A Case Study from Akpamu, Ghana

David Padi

Abstract: This study evaluates the implementation of a STEM education initiative at Akpamu Roman Catholic School in rural Ghana, aimed at enhancing digital literacy, creativity, and collaborative problem-solving among students. Using the UNESCO ICT Competency Framework for Teachers as a foundation, the intervention established an ICT lab and introduced project-based learning in digital environments, guided by university mentors. Sixty-six students participated in activities involving basic computer skills, digital research, and interactive learning. Qualitative methods, including observation and artifact analysis, revealed notable improvements in student motivation, technological confidence, and creative thinking. The paper underscores the transformative potential of early STEM exposure while identifying persistent infrastructural and policy-level barriers that limit rural education equity. It concludes with recommendations to support ICT integration and teacher development in line with Ghana?s Education Strategic Plan (2018?2030) and the African Union?s CESA 2026?2035 agenda.

Keywords: STEM education, rural schools, digital literacy, ICT in education, Ghana education policy

How to Cite?: David Padi, "Empowering Rural Learners through ICT-Based STEM Education: A Case Study from Akpamu, Ghana", Volume 14 Issue 12, December 2025, International Journal of Science and Research (IJSR), Pages: 207-214, https://www.ijsr.net/getabstract.php?paperid=SR251130064724, DOI: https://dx.doi.org/10.21275/SR251130064724