E-Learning Platforms Usage Among Female Primary School Teachers in Northern Ghana: A Comparative Study

E-learning platforms have emerged as crucial tools for education in the digital age, particularly in resource-limited contexts such as northern Ghana. The research employed a mixed-methods approach, including surveys and interviews with 150 female teachers from four randomly selected districts. Data was analysed using descriptive statistics and thematic analysis. Female teachers reported moderate (45%) usage of e-learning platforms for teaching purposes, with significant differences observed between urban (52%) and rural (38%) areas. The study highlights the uneven distribution of e-learning resources and suggests a need for targeted training programmes to enhance teacher proficiency in digital tools. Developing culturally appropriate e-learning platforms and offering continuous professional development opportunities are recommended strategies to support teachers' integration into digital education.