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Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government’s initiative to ensure “education anytime anywhere for everyone” by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students’ educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning.

Artificial Intelligence (AI) technologies have been progressing constantly and being more visible in different aspects of our lives. One recent phenomenon is ChatGPT, a chatbot with a conversational artificial intelligence interface that was developed by OpenAI. As one of the most advanced artificial intelligence applications, ChatGPT has drawn much public attention across the globe. In this regard, this study examines ChatGPT in education, among early adopters, through a qualitative instrumental case study. Conducted in three stages, the first stage of the study reveals that the public discourse in social media is generally positive and there is enthusiasm regarding its use in educational settings. However, there are also voices who are approaching cautiously using ChatGPT in educational settings. The second stage of the study examines the case of ChatGPT through lenses of educational transformation, response quality, usefulness, personality and emotion, and ethics. In the third and final stage of the study, the investigation of user experiences through ten educational scenarios revealed various issues, including cheating, honesty and truthfulness of ChatGPT, privacy misleading, and manipulation. The findings of this study provide several research directions that should be considered to ensure a safe and responsible adoption of chatbots, specifically ChatGPT, in education.

To investigate the trends, prevalence and distribution of ocular trauma in a Zimbabwean Tertiary Teaching Hospital (Parirenyatwa). A hospital-based retrospective cross-sectional study was conducted at the Parirenyatwa Group of Hospitals, Sekuru Kaguvi Eye Department in Harare, Zimbabwe, to review medical records of patients with ocular trauma visiting for treatment at the outpatient department between January 2017 and December 2021. Information on patients' demographics, presenting visual acuity, type of ocular trauma, and the number of eyes affected were collected and analysed using descriptive and inferential statistics. A total of 863 patients (1007 eyes) were identified to have experienced ocular trauma of one kind or another, with the youth (18-35 years) reporting with most cases (331, 38.4%). About 71.2% of patients were classified as having open-globe injuries and of that number, 90% were caused by blunt trauma, while the rest were caused by penetrating, intraocular, and perforating injuries. Patients with open-globe injuries were about 10 times more likely to develop blindness than those with closed-globe injuries after adjusting for age and gender, and this was statistically significant (ARR = 9.65, 95% CI: 5.53-16.84, p < 0.001). The prevalence of distance vision impairment due to ocular trauma was 60.1% (95% CI: 56.8%-63.4%), with majority resulting in blindness (22.0%, 95% CI: 19.4%-24.9%). There is a high prevalence of open-globe injuries in Zimbabwe with blunt trauma being the most significant cause. This suggests the need to promote and intensify public eye health awareness and sensitisation on safety strategies for the prevention of ocular trauma throughout the country.

The purpose of this study was to evaluate the epidemiological and clinical profile of patients living with glaucoma and receiving care in a tertiary eye center in Ghana. This was a hospital-based retrospective study of clinical records of glaucoma patients from January 2010 to December 2019. The study involved collating demographic information of patients, clinical presentation, and the management of glaucoma. A total of nineteen thousand (19,000) charts were retrieved from the eye center’s archives. Out of these, 660 (3.5%) records of patients qualified for the study and were analyzed. There were 398 (60.3%) males and 262 (39.7%) females. Their ages ranged from 9 to 86 years (mean age = 47.30; SD ± 16.86 years). The averages of ocular parameters of 1,320 eyes (660 patients) were visual acuity = 0.26 ± 0.55 logMAR; intraocular pressure: 17.31 ± 6.11 mmHg; cup-to-disc ratios: 0.67 ± 0.17 D; and the average retinal nerve fibers thickness was 95.03 ± 21.74 μ m. The mainstay of treatment was the sole use of medication. Males were the major group receiving glaucoma care at the tertiary level. Glaucoma cases included juveniles but the mean age suggests most were of adult-onset. Socio-demographic characteristics affected the diagnosis and management of glaucoma among patients receiving care at a referral center. Public health, stakeholders, and policymakers’ interventions can help identify individuals with glaucoma.

The paper utilized a document analysis technique and qualitative interviews to provide a comprehensive understanding of the “Free SHS” policy in Ghana, which remains illusory to many Ghanaian students. First, a preliminary study which involved analysis of prior literature (n = 12) on the policy was conducted. Interviews involving ten teachers from Ghana National Association of Teachers (GNAT), and five private school teachers were conducted to validate the findings from the preliminary study. Existing literature on other African countries such as Uganda, Kenya, Malawi, and Ethiopia was used to draw up policy lessons for decision-makers in education. The policy process cycle served as a framework to analyze the different dimensions of the policy. Similar results were observed from the two phases of the study. Implementers of the policy focused more on the program and political dimensions of policy with less emphasis on the process dimension. At the agenda setting stage, no clear problem was identified while at the policy formulation stage, there were no other alternatives to canvass from. It was observed that lack of adequate funds, limited textbooks, inadequate infrastructure, and doubts about educational quality were some of the challenges in the aftermath of policy implementation. Policy implications are also discussed in the study. It is recommended that policymakers partner with the private sector, NGOs, and international bodies, reform the school curriculum to improve learning outcomes, reduce repetition rates in school, create room for more teachers to be trained, and prepare graduates equipped to enter the labor market.

Objective: The objective of this study was to determine the prevalence of self-reported myopia in Trinidad and Tobago. Materials and Methods: This study was a cross-sectional design, and data were collected using a validated structured questionnaire from January to April 2024. Systematic random sampling was used to select participants aged 15 and above to participate. Descriptive statistics were used to summarise the variables and the Chi-square test was used to assess for associations (P < 0.05). Results: A total of 350 participated in the study giving a response rate of 91.15%. Majority of the participants were female (n = 197, 56.3%), mixed race (n = 126, 36%), resided in urban areas (n = 172, 49.4%) and aged 18-35 years (n = 168, 48.3%). The prevalence of myopia was 40.9% and the prevalence was significantly associated with age group, ethnicity, level of education and religion (P < 0.05). Myopia was associated with family history, lifestyle, use of spectacles, daily use of computers, near work, outdoor activities, sleeping and having a father or mother with myopia (All P < 0.05). In addition, ocular diseases such as cataracts and glaucoma were among the most frequent reported conditions. Conclusion: The myopia prevalence observed in our study validates age-related trends, offers estimates across diverse age groups, and reveals a significant association between myopia rates and family history, with a self-reported myopia rate higher than clinical testing surveys but in line with global prevalence reports.

This systematic review investigates the integration of interactive technologies in online teacher education across Africa from 2014 to 2024. The study aims to identify the types of interactive technologies employed, the leading countries in regard to their adoption, and the outcomes of their usage on teacher training programs. Despite significant advancements, particularly in countries like Kenya and South Africa, the effectiveness of these technologies varies widely due to infrastructural, socio-economic, and policy-related challenges. The findings highlight the critical role of reliable information communication technology (ICT) infrastructure, culturally relevant content, and comprehensive training for educators in optimizing the use of interactive technologies. Additionally, the study emphasizes the need for greater policy coordination and collaboration among African nations to fully leverage these technologies. The review concludes that, while interactive technologies hold substantial potential in terms of transforming teacher education in Africa, sustained efforts are required to overcome the existing barriers and ensure equitable access to quality education across the continent.

Mental health disorders are global concerns, but their impact varies across regions. In sub-Saharan Africa (SSA), the influence of country-specific factors on mental health is under-researched. This study investigates the influence of country of origin on the prevalence and severity of mental health conditions among university students and staff across select SSA countries. A cross-sectional, web-based survey using the Depression, Anxiety, and Stress Scale-21 (DASS-21) was conducted from 16 April to 18 November 2024. The survey was distributed online through multiple African social networks, reaching students and staff from different universities across Africa. Prevalence estimates for anxiety, depression, and stress were based on binomial distribution with Clopper-Pearson confidence intervals, while country-level differences were assessed using univariate odds ratios and multiple logistic regression. Of the 3221 participants, aged 25.3 ± 8.6 (mean±SD), the majority (1850, 57.3%) were females. Findings revealed that Nigerians reported the highest prevalence of severe and extremely severe mental health conditions, while Ghanaians recorded the lowest levels across all mental health categories. Multivariable analysis revealed that, compared to Ghanaians, respondents from Malawi had the strongest odds for mental health challenges followed by Mozambique and Nigeria. The adjusted odds ratios (AORs) for Malawi were 4.39 (95% CI: 3.28-5.89), 3.86 (95% CI: 2.81-5.29) and 4.51 (95% CI: 3.33-6.11) for depression, anxiety, and stress, respectively. This study found significant differences in mental health outcomes between participants from Ghana, Malawi, Mozambique, and Nigeria. Malawi had the greatest risk for depression, anxiety, stress, and combinations of those conditions while Ghana reported the lowest risks. The findings emphasize the importance of considering contextual factors, such as education levels, gender, and country of origin, in understanding mental health risks. Overall, these findings underscore the critical mental health burden in sub-Saharan Africa and the need for increased access to mental health resources and targeted interventions.

This study investigates the relationship between e-learning adoption in a developing country, Palestine, that had very little experience with it, and the impact of anxiety rates, insomnia, physical pain, and social factors on both student and staff levels. The final analysis included 1116 participants (103 staff and 1013 students). 45.7% of the total sample had moderately severe insomnia, who are predominantly females. 40.6% of the total sample showed signs of severe anxiety, but students showed higher anxiety levels compared to staff, reaching 71.8%. In terms of physical pain, both students and staff scored similarly, indicating a high effect (2.49 ± 0.56), but the effect was more significant among female students (p-value = 0.000), and higher Body Mass Index levels (p-value = 0.01). However, the effect of e-learning on social impact was not consistent. The findings of this study can contribute to the literature by highlighting the need for various policies, beyond the pedagogical perspective, to support the effective adoption of e-learning.