Exploring the Knowledge-Base and Institutional Integration of the Twin Transition in Higher Education: A Sub-Saharan African Perspective

Authors

Abeeku Edu, University of Ghana, Ghana

Acheampong Owusu, University of Ghana, Ghana

Emmanuel Awuni Kolog, University of Ghana, Ghana

Victoria Oklu, University of Ghana, Ghana

Richard Agjei, University of Education, Winneba, Ghana

Bright Ankudze, University of Education, Winneba, Ghana

Ruby Hanson, University of Education, Winneba, Ghana

Charles K. Assuah, University of Education, Winneba, Ghana

Elock Emvula Shikalepo, International University of Management , Namibia

Silohenda Hileni Amuthenu Amuthenu, International University of Management, Namibia

Timoteus Ashipala Sheepo, International University of Management, Namibia

Sioni Iikela, International University of Management, Namibia

Alpha Ndeunyema, International University of Management, Namibia

Tomas Shivolo, International University of Management, Namibia

Natasa Urbancikova, Technical University of Košice, Slovak Republic

Oto Hudec, Technical University of Košice, Slovak Republic

Altti Lagstedt, Haaga-Helia University of Applied Sciences, Finland

Siirilä Jani, Haaga-Helia University of Applied Sciences, Finland

Published in

IST-Africa 2026 Conference Proceedings

ISSN: 2576-8581

ISBN: 978-1-905824-76-2

DOI: https://doi.org/tbc

Publisher

IST-Africa Institute and IIMC International Information Management Corporation Ltd

Published in Ireland

Abstract

The knowledge base and institutional integration of twin transitions in higher education institutions within the sub-Saharan African context was explored, using the University of Ghana as a case study. A total of 1,011 students, lecturers and management staff participated in a survey, with data analysed descriptively. Findings show that, from management's perspective, the university is advanced in integrating digitalization into teaching and administration. Lecturers demonstrated strong knowledge of digital tools for education and research. Students reported having digital skills for learning and content creation. On sustainability, lecturers were highly knowledgeable about climate and environmental issues, whereas students required more exposure to understand the links between social factors and environmental consequences. The university was seen to be supporting green initiatives such as recycling, energy efficiency and waste reduction. The study highlights a gap between institutional goals and classroom reality, and management sees strong progress on the twin transition.

Keywords

Digitalization, Green deal, Twin transition, Circular Economy, Higher Educational Institutions

Cite this paper

S. Atarah, A. Edu, A. Owusu, E.A. Kolog, V. Oklu, R. Agjei, B. Ankudze, R. Hanson, C.K. Assuah, E.E. Shikalepo, S.H. Amuthenu, T.A. Sheepo, S. Iikela, A. Ndeunyema, T. Shivolo, N. Urbancikova, O. Hudec, A. Lagstedt and S. Jani (2026) "Exploring the Knowledge-Base and Institutional Integration of the Twin Transition in Higher Education: A Sub-Saharan African Perspective", IST-Africa 2026 Conference Proceedings, Miriam Cunningham and Paul Cunningham (Eds), IST-Africa Institute and IIMC, 2026, ISSN: 2576-8581, ISBN: 978-1-905824-76-2, https://doi.org/tbc

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