Staff Research & Publications

Since

Nævestad, T. O., Sam, E. F., Farah, H., Mwamba, D., Masaki, J., Laureshyn, A., Magnusson, M., Miyoba, T., Hesjevoll, I., Varhelyi, A., Elvik, R., Blom, J., Bisht, L. S., Francis, F., & Egner, L. E. (2026). Safe System maturity and Safe System readiness in three European and three African countries: A comparison of an emerging versus a mature context. Transportation Research Interdisciplinary Perspectives, 37, 102015. DOI: https://doi.org/10.1016/j.trip.2026.102015

Ameyaw, E. K., Gbagbo, F. Y., Rockson, G. N. Y., Quansah, F., Agbadi, P., & Amoah, P. A. (2026). Disability and sexual harassment and coercion in higher education in Ghana: the moderating role of financial support. BMC Public Health, 25, 1-20. DOI: https://doi.org/10.1186/s12889-026-27426-w

Asante, E. (2026). Student Facilitators in Community: Experiences, Insights, and Practice Implications from Theatre for Development in Ghana. Journal of Social Sciences and Development Research, 3(2), 1-15. DOI: https://doi.org/10.71002/jssdr.v3n2p1

Abu-Sadat, R., Eggley, V. E., Kwaw, R., Mahama, I. (2026). Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs. Education Journal, 15(2), 69-78. DOI: https://doi.org/10.11648/j.edu.20261502.13

Kwaw, R., Kwartemaa, E., Amoako, B. M., Edjah, J. O., & Mahama, I. (2026). Students’ Involvement in Voice Practices, Democratic Participation, And Peer-Led Restorative Practices in Ghanaian Higher Education Institutions. Canadian Journal of Educational and Social Studies, 6(1), 52-89. DOI: https://doi.org/10.53103/cjess.v6i1.428

Abdullah, A. & Mahama, I. (2026). Elementary teachers’ perspectives on RTI Programmes in supporting students with learning disabilities in Saudi Arabia. Humanities and Social Sciences Communications, 1-14. DOI: https://doi.org/10.1057/s41599-026-07376-9

Samuel Oduro Owusu, Mathew Thomas Gil, Bernard Tutu-Boahene, Samuel Affran & Sulemana Musah Ali. (2026). From social entrepreneurial education: how self-efficacy and family support shape youth entrepreneurial intentions,. Cogent Education,, 13:1, 2657076. DOI: https://doi.org/10.1080/2331186X.2026.2657076

Dake, D. K., Ofori, E., & Adablanu, S. (2026). From Education to Employment: A Deep Learning Approach to Understanding Job Market Trends in Africa. International Journal of Information and Education Technology, 16(4), 1007-1019. DOI: https://doi.org/10.18178/ijiet.2026.16.4.2571

Kyei, S.,. (2026). Boarding school experiences and identity formation among adolescents: insights from senior high schools in Ashanti, Central, Greater Accra, and Western regions of Ghana. Humanities and Social Sciences Communications, Springer Nature, 0(0) online, 1 - 33. DOI: https://doi.org/10.1057/s41599-026-07110-5

Kyei, S., Obeng Asare, J.,· Sadique, N.S,N., & Ortsin., M. (2026). Prison Conditions and the Violation of Incarcerated Women’s Familial Rights in Ghana: A Phenomenological Study. Journal of Human Rights and Social Work, Springer, 0(0), 1-14. DOI: https://doi.org/10.1007/s41134-026-00446-7

Botchwey, G. (2026). Climate Action and Just Transition in Ghana: Experiences and Evidence in Mining, Water and Forestry Sectors. In Moyo, P, Abuya, W.O, Botchwey, G Just Transition and Climate Justice in Sub-Saharan Africa: Epistemologies, Policy and Practice. Routledge, London. DOI: https://doi.org/10.4324/9781003669593.

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