This study examines ICT integration in junior high school education in Ghana and Japan using a comparative approach. By comparing curricula, digital resource availability, and student perceptions, this study explored how technological landscapes shape educational practices in both countries. A mixed-methods approach was employed, combining a qualitative curriculum comparison and a quantitative survey from both countries. The findings indicate that Ghana’s ICT curriculum emphasizes practical skills and digital inclusion, whereas Japan prioritizes critical thinking and technological innovation supported by initiatives such as the GIGA program. Significant differences emerge in ICT usage patterns: Japanese students leverage advanced infrastructure for application-based learning, while Ghanaian students frequently use ICT in English and mathematics, despite resource constraints. Additionally, Ghanaian students reported higher confidence in their teachers' ICT readiness, fostering creativity through gamified tools and AI chatbots. This study underscores the need for context-specific ICT strategies to address disparities in access, teacher preparedness, and cultural factors. While Ghana could benefit from structured programs such as Japan’s GIGA initiative, Japan could enhance ICT’s role in creativity-driven learning. These findings contribute to global discussions of ICT policy and offer cross-cultural insights into educational development.
OSUYAH et al. (Mon,) studied this question.