AI Literacy Among Basic-School Teachers in Ghana — University of Cape Coast Study

Researchers at the University of Cape Coast's College of Distance Education, led by Valentina Arkorful, conducted a cross-sectional survey of 319 basic-school teachers in Ghana, applying a confirmatory-factor-analysis-validated AI-literacy scale spanning four dimensions: knowledge and understanding of AI (KUAI), application of AI (AAI), evaluation of AI application (EAIA), and AI ethics (AIE). The study was published in Discover Education (Springer Nature) in December 2025.

Mean scores were similar and moderate across all four dimensions — 2.93 (KUAI), 2.92 (AAI), 2.92 (EAIA) and 2.91 (AIE), each with standard deviations around 1.1–1.2 — indicating teachers have a workable but incomplete grasp of AI concepts, use, evaluation and ethics. A one-way MANOVA found statistically significant gender differences across the literacy dimensions, with male teachers scoring higher, most markedly in practical AI application. Structural analysis showed AI application positively influenced teachers' evaluation and ethics literacy, but ethics literacy did not significantly predict foundational knowledge, and knowledge did not significantly predict evaluation skill — suggesting these are related but distinct competencies that need to be taught separately rather than assumed to transfer.

This is a diagnostic baseline study, not an evaluation of an implemented training intervention: it identifies a real, specific gender gap and skill-transfer gap for policymakers to target, but does not itself measure or deliver a remedy. The authors recommend targeted interventions to close the gender gap and highlight implications for teacher-training curricula and school administration.

Read the full analysis: https://link.springer.com/article/10.1007/s44217-025-00630-3