Education and parenting experts have expressed concern about how technology, artificial intelligence (AI), and reduced parental involvement may be affecting the learning and cognitive development of students in Ghana.

The concerns were raised during a discussion on the Asaase Breakfast Show on Monday, March 16.

Participants highlighted how rapid technological change and shifting social environments are influencing the way students learn and process information.

Eric Anane, Director of Education at the University of Cape Coast’s Psychometric and Cognition Unit, explained that students today approach learning differently from earlier generations because of technological exposure and changing expectations.

He noted that although cognitive development depends on both biological and environmental factors, many students now face difficulties with attention, memory, and problem-solving as learning environments evolve.

“Every generation has its own attributes and expectations,” Prof Anani said. “Now we are in the technology age. What we define as critical thinking or good behavior has shifted. Students are smarter in some ways, particularly in using technology, but they may struggle with attention, memory, and problem-solving if the learning environment is not well structured.”

Christian Ayisi, Director of the Parenting Education Network Ghana, said many parents do not fully understand the developmental needs of their children or how to manage their use of digital devices.

He explained that while parents often provide devices such as tablets, laptops, and internet access to support learning, a lack of supervision can lead to excessive time on social media, which may reduce attention spans and reliance on memory.

“Parents provide tablets, laptops, and data thinking it will help learning, but without supervision and regulation, children spend too much time on social media, which shortens attention spans and limits memory use,” he explained.

Irene Sam, Deputy Public Relations Officer of the National Council of Parent-Teacher Associations, also stressed the need to balance technology use with practical experiences that support children’s development.

She noted that activities such as household chores and hands-on problem-solving once played a significant role in building children’s cognitive and emotional abilities.

“AI and gadgets should enhance teaching, not replace real-life learning,” she said.

From a policy and strategy perspective, Kobina Boamah, Director for Strategy and Operations at Lead for Ghana, pointed to persistent gaps in foundational literacy and numeracy across the education system.

He said learning outcomes vary widely across regions and that some students may complete their schooling with limited years of effective learning. He added that although technology has the potential to improve educational outcomes, inadequate teacher training, limited resources, and insufficient guidance often prevent students from fully developing critical thinking skills.

The panelists agreed that strengthening Ghana’s education system will require a comprehensive approach that combines responsible use of technology with active parental involvement, practical learning experiences, and effective curriculum delivery aligned with modern economic needs.

Prof Anane emphasized that technology should be used carefully to support, rather than weaken, children’s intellectual growth.

“Technology can enhance learning, but if we leave children to navigate it alone, it risks diminishing cognitive development rather than supporting it.”