Integration of Information and Communication Technology Tools in Ghana's Textile Training Landscape: A Case Study of Ho Technical University

Purpose: This study explored the integration of information and communication technology (ICT) tools in Ghana’s textile training landscape, focusing on the Departments of Industrial Art (Textiles option) and Fashion Design & Textiles at Ho Technical University (HTU). The objective is to assess how ICT is embedded in curricula, the tools lecturers and students use, institutional supports and constraints, as well as students’ and lecturers’ perspectives on ICT’s relevance to textile education and careers. Methodology/Design: A qualitative case study design was adopted. Purposive sampling was used to select five lecturers and twenty-five students across the two departments based on their relevance to the study. Data were gathered through semi-structured interviews and a review of curriculum documents. Thematic analysis guided data analysis, supported by document triangulation to enhance credibility and dependability. The study was anchored on the Diffusion of Innovations. Findings: Curriculum review revealed limited integration of ICT, confined to a small number of stand-alone modules. Lecturers reported reliance on personal devices, absence of departmental ICT labs, and limited institutional support. Competence levels varied: a few lecturers were proficient in CorelDRAW, Adobe Photoshop, and Illustrator, while others had little or no digital expertise. Students confirmed formal exposure to ICT courses but highlighted challenges such as lack of access to ICT labs, limited personal computers, and inadequate exposure to advanced tools such as Wilcom, NedGraphics, and Clo3D. Both lecturers and students agreed that ICT skills are critical for innovation, employability, and global competitiveness in the textile industry. Practical and Social Implications: The findings underscore the urgent need for institutional investment in ICT infrastructure, systematic staff capacity-building, and equity-focused support for students. Policy bodies such as CTVET and Ghana’s Ministry of Education can align reforms with industry demands by embedding ICT competencies across curricula, thereby enhancing the employability of textile graduates. Originality: This study provides one of the few empirically grounded, discipline-specific examinations of ICT integration in textile education within a Ghanaian technical university. By combining curriculum analysis with voices of lecturers and students, it bridges the gap between national digitalisation policies and classroom realities.