Iddrisu Bariham’s scientific contributions

This study examined stakeholders' perspectives on the integration of Global Citizenship Education (GCE) into the Common Core Curriculum (CCC) in urban and rural basic schools in Ghana. A quantitative research approach was adopted and data was collected from 460 participants through a structured questionnaire. The analysis employed t-tests, ANOVA and Fisher’s F-tests to interpret the findings. The t-tests revealed significant differences in collaborative learning (t (458) = 3.008, p = 0.003), competency-based assessment opportunities (t (458) = -2.461, p = 0.014), and stakeholder engagement (t (458) = -2.087, p = 0.037), all favouring urban contexts. To test for variance differences, Fisher’s F-tests indicated significant disparities, such as in critical thinking and problem-solving skills (F (212, 246) = 2.215, p < 0.0001) and interpersonal skills (F (212, 246) = 0.029, p < 0.0001), reflecting urban schools' advantage due to greater resource availability and support systems. The study concludes that, although the CCC aims to standardize educational quality, rural settings face significant limitations in its effective implementation. It was recommended that adequate resources, enhanced teacher training, and context-sensitive policies should be provided to rural schools to promote equitable educational outcomes and ensure that the curriculum meets diverse educational needs across Ghana.

Ghana’s Common Core Programme (CCP), introduced as part of recent educational reforms, aims to equip students with 21st-century competencies, including critical thinking, ethical reasoning, and intercultural collaboration. While the CCP provides a promising framework for incorporating Global Citizenship Education (GCE), the extent to which global citizenship principles are fully integrated within the curriculum remains a critical issue. Grounded in Transformative Learning Theory, this study examines the integration of GCE within the CCP and its potential to prepare students for active roles in an increasingly interconnected world. The study employed a convergent parallel mixed-methods approach, targeting a population that included teachers, head teachers, and curriculum leads in basic schools across Ghana's Central, Ashanti, Western, and Savanna regions. Using a multistage sampling method, a total sample size of 427 participants was selected. Data were collected through questionnaires, interviews, and focus group discussions, and the analysis combined path-coefficient calculations with inductive thematic analysis. The findings reveal that skills (path coefficient = 0.335) exert the most significant influence on the CCP curriculum, reflecting the programme’s strong emphasis on critical thinking, problem-solving, and practical competencies essential for global citizenship. Knowledge (path coefficient = 0.305) and attitudes and values (path coefficient = 0.303) also play critical roles, highlighting the CCP’s commitment to fostering global awareness, empathy, respect for diversity, and inclusivity. Furthermore, the high path coefficient between the CCP and GCE (0.930) demonstrates a strong positive alignment with GCE objectives. The study also reports high R² values for CCP (0.739) and GCE (0.865), suggesting a well-structured curriculum designed to promote global citizenship competencies. These results conclude that the CCP is successfully aligning with the broader goals of GCE by equipping students with the knowledge, skills, and values needed to thrive in a globalized world. To further enhance the integration of GCE within the CCP, the study recommends that the Ministry of Education strengthen ongoing professional development for educators and provide additional resources to support effective teaching practices.