Digital competence and lifelong learning among teachers in Ghana’s Savannah Region
The growing integration of Information and Communication Technologies (ICTs) into education has made digital competence an essential requirement for teachers and lifelong learning. This study examined the digital competence levels of teachers across seven districts in the Savannah Region of Northern Ghana. Using a quantitative research design, data were collected from 140 teachers through a structured questionnaire adapted from validated digital competence frameworks, including DigComp and UNESCO ICT Competency Framework for Teachers. Data were analyzed using descriptive statistics, non-parametric tests, factor analysis, and logistic regression. The findings revealed moderate overall digital competence among teachers, information literacy being the highest and digital security and communication/collaboration as lowest. Significant differences were observed across gender, academic qualification, and district location. Teachers with prior ICT training generally demonstrated stronger competence in selected areas, although training effects were inconsistent across all dimensions. The study concludes that teacher digital competence in Northern Ghana remains uneven and stronglyinfluenced by infrastructural and contextual disparities. It recommends continuous, context-sensitive ICT training, access to digital infrastructure, and targeted professional development interventions equitably strengthen the lifelong learning and digital teaching capacity in underserved regions.