Navigating Teacher Resistance in ICT Reforms in Ghana: Educational Planning Responses

<p>Teacher resistance continues to be a critical blockade to ICT reform in Ghanaian schools. This systematic review syntheses studies published between 2018 and 2026 to examine how educational planning can efficiently navigate resistance to ICT reforms in Ghanaian schools. The study employed a systematic literature review guided by the PRISMA Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. It included peer-reviewed studies published between 2018 and 2026 that focused on teacher attitudes, resistance, or ICT adoption in Ghana and similar contexts. The findings reveal that resistance is driven by inadequate infrastructure, insufficient professional development, low digital self-efficacy, and misalignment between ICT tools and classroom realities. Educational planning responses such as participatory policy design, sustained capacity building, leadership advocacy, and context-sensitive resource allocation emerge as effective strategies. Ghana’s Education Strategic Plan (ESP 2018–2030) and the ICT Competency Framework for Teachers (2023) provide strong policy foundations, but implementation gaps persist, particularly in rural schools. The review concludes that navigating resistance requires planners to align reforms with teacher agency, contextual realities, and long-term planning frameworks.</p>