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Effects of electricity access on learning outcomes in Ghana: the role of digital technology

Thomas Boampong et al.

International Journal of Social Economics2026https://doi.org/10.1108/ijse-01-2025-0066article
AJG 1ABDC B
Weight
0.50

Abstract

Purpose This article investigates the relationship between electricity access and learning outcomes in Ghana, emphasizing the mediating role of digital technology in this relationship. Design/methodology/approach This study employs a cross-sectional descriptive research design to analyze the effects of electricity access on learning outcomes in Ghana, with digital technology as a mediator. Secondary data were sourced from the sixth (2012/2013) and seventh (2016/2017) rounds of the Ghana Living Standards Survey (GLSS), conducted by the Ghana Statistical Service. The data were analyzed using probit regression estimation technique to assess direct and indirect relationships among variables. Findings The results show that electricity access positively influences learning outcomes. In addition, digital technology usage mediates this relationship. Households with electricity access showed significantly higher adoption of educational digital tools, correlating with improved academic performance. Research limitations/implications This study relies on secondary data from the Ghana Living Standards Survey (GLSS6 and GLSS7), which, while comprehensive, lacks measures of children's cognitive aptitude and inherent learning abilities. The absence of these variables limits the ability to account for individual-specific traits that may influence learning outcomes. Practical implications The findings highlight the importance of addressing energy poverty to improve educational outcomes. Policymakers are encouraged to prioritize rural electrification programs and promote the integration of digital technology in education. Originality/value This study contributes to the literature by modelling the mediating role of digital technology in the relationship between electricity access and learning outcomes. It provides actionable insights for policymakers and educators seeking to improve educational equity in developing countries.

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https://doi.org/https://doi.org/10.1108/ijse-01-2025-0066

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@article{thomas2026,
  title        = {{Effects of electricity access on learning outcomes in Ghana: the role of digital technology}},
  author       = {Thomas Boampong et al.},
  journal      = {International Journal of Social Economics},
  year         = {2026},
  doi          = {https://doi.org/https://doi.org/10.1108/ijse-01-2025-0066},
}

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Effects of electricity access on learning outcomes in Ghana: the role of digital technology

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Evidence weight

0.50

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.50 × 0.4 = 0.20
M · momentum0.50 × 0.15 = 0.07
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

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