Closing the gap Distance education to empowerment of nursing students in Ghana through the self-determination theory

Boadi Agyekum, Samuel Nuamah Eshun, Moses Kumi Asamoah

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

This chapter discusses the relevance of distance education vis-à-vis the Sustainable Development Goals (SDGs). In Ghana, distance education (DE) offers the greatest opportunity for people who do not get admission to traditional face-to-face programmes due to limited facilities. It also aims to provide opportunities for working adults to combine work and study. Based on the self-determination theory and through a case study of nursing students in University of Ghana’s Distance Learning Centres (UGDLCs), this chapter analyses the role of distance education as a tool for empowerment in achieving SDG4 (inclusivity, equitable Quality Education, and the promotion of lifelong learning by 2030)) and SDG10 (Reduced Inequalities). Empowerment is embedded in the pedagogy within the programme’s space and provides the autonomy supportive environment for distance education students using the space.

Original languageEnglish
Title of host publicationSustainable Community Development in Ghana
PublisherTaylor and Francis
Pages121-135
Number of pages15
ISBN (Electronic)9781040030950
ISBN (Print)9781032431833
DOIs
Publication statusPublished - 1 Jan 2024

Keywords

  • Distance Education
  • Empowerment
  • Nursing Students
  • SDGs
  • Self-determination Theory

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