Dr. Gideon Anapey

About

Gideon Mensah Anapey (PhD) is a faculty member in the Department of Distance Education, School of Continuing and Distance Education, University of Ghana, specialising in Counselling Psychology, Child Education and Learning Sciences. He is a Management Committee member and Research and Innovation Lead, Centre for Disability Studies and Advocacy, University of Ghana. He holds a PhD and MPhil in Counselling Psychology, M.Ed in Education and Computer Technology, MBA in Human Resource Management, and BA in Psychology with Archaeology. As a Licensed Counselling Psychologist, Gideon supports adolescents’ career profiles, mental wellness and resilience with research projects focusing on connecting an edtech research ecosystem and integrating psychometric models to learner variability and psycholinguistics dynamics impacting children's learning, at the same time, exploring inquiry-based learning pedagogy, global competency and digital access in Sub-Saharan Africa. He has consulted for global partners in education, including the Jacobs Foundation, Edify, UNICEF, UNESCO, Global Fund/WAPCAS, IDRC, Lego Foundation, and Compassion International. Gideon has adopted participatory and co-design methods to explore youth’s deep learning and global competency needs for resilient education systems in marginalised communities. He uses a variety of predictive models and visualisation tools to simulate Education for Sustainable Development indicators for translational science and interventions from the transdisciplinary learning sciences domain, including instructional design, neurocognition and psycholinguistics, educational technology, and developmental psychology. Gideon can be contacted on his mobile number: +233 244-485-177 or via email: gmanapey@ug.edu.gh or gideonanaey@gmail.com.

Education

• PhD, Guidance and Counselling, University of Education, Winneba
• MPhil, Guidance and Counselling, Methodist University Ghana
• MBA, Human Resource Studies, University of Cape Coast
• M.Ed., Computer Education & Technology, Ohio University, Athens
• BA (Hons), Psychology with Archaeology, University of Ghana.

Research Interest

My research interests include:

• Application of Transdisciplinary Knowledge Domains in Child Education and Learning Sciences for Adolescents’ Deep Learning and Learner Variability Indicators Addressing Global Learning Crisis in Sub-Saharan Africa’s Standards-Based Education Systems.
• Biopsychosocial, Career, and Mental Health Counselling for Global Competencies Development across the Lifespan.
• Adoption of Participatory and Co-Design Approaches from Anthropological Sciences Using Psychometric and Predictive Modelling for Behavioural and Cognitive Modification.
• Instructional Design and Online Learning for Resilient Education Planning for Marginalised Communities 

Publications

Journal Publications

Anapey, G. M., & Adamba, C. (2025). Children’s digital access and inquiry-based learning in post-pandemic classrooms. Journal of Educational Technology, 0(0), 1-23. DOI: 10.1177/00472395251356522.

Anapey, G. M. (2025). Greening curriculum ecosystem and children global learning for sustainable livelihoods in Sub-Saharan Africa. Manuscript submitted for publication

Anapey, G. M. (2026). Standards-Based education reforms and core competency assessment imperatives for teacher education in Anglophone West Africa. Journal of Education for Teaching, 52(1), 10.1080/02607476.2025.2537333.

Anapey, G. M., Ahwireng, D., Ayerakwa, H. M., & Apeck, C. A. (2025). Exploring childhood global skills and Africa’s inclusive education rhetorics from universal design for learning perspective. Manuscript submitted for publication. Journal of Education for Teaching, 0(0), 10.1080/02607476.2025.2537333.

Anapey, G. M., Obeng-Treve, E., Ahwireng, D., & Aheto, S.-P. K. (2024). Neurodiverse children learning needs assessment for digital inclusion in mainstream education. Manuscript submitted for publication.

Anapey, G. M., Ahwireng, D., Hayford, A. M., & Apeck, C. A. (2025). Exploring childhood global skills and Africa’s inclusive education rhetorics from universal design for learning perspective. Manuscript submitted for publication.

Anapey, G. M. (2025). E-Learning adoption and feedback practices for adolescents’ deep learning in Sub-Saharan Africa’s post-pandemic education systems. Manuscript submitted for publication.

Ananga, D. E. & Anapey, G. M. (2015). Career aspirations and employability skills development: Voices of Ghanaian university students. Ghana Journal of Higher Education. 2, 1-17.

Anapey, G. M., Adu-Marfo, A. O., & Kwapong, O. A. T. F. (2021). Conceptualising male vulnerability in a Ghanaian context: Implications for adult education and counselling. Journal of Black Studies. 00(0), 1-24. DOI: 10.1177/0021934721992262.

Anapey, G. M. (2024). Reimagining post-COVID distance education support services with achievement motives and career personality. International Review of Education. DOI: 10.1007/s11159-023-10038-6.

Anapey, G. M. (2024). Achieving education for sustainable development learning outcomes: An integrated model for higher education in the Global South. International Journal of Educational Reform. DOI: 10.1177/10567879241270503), 1-20.

Anapey, G. M. (2024). Achieving education for sustainable learning outcomes: An integrated model for higher education in the Global South. International Journal of Educational Reform, DOI: 10.1177/10567879241270503, 1-20.

Anapey, G. M., Mensah, D. K. D., & Stephen Antwi-Danso (2018). Structural equation modeling of cognitive determinants of technology integration literacy in Ghanaian higher education. Research Journal of Education. 4(8), 121-132.

Anapey, G. M., Kyeremeh, R., & Abomah, P. W. (2025). Students' Psychological Adjustment to Shift-Schooling Ecosystem in Sub-Saharan African Urban Communities. Journal of Educational, Health & Community Psychology (JEHCP), 14(2).

Mensah D. K. D. & Anapey, G. M. (2018). Diversity in entrepreneurship classroom: Pedagogical implications for higher education. European Journal of Business and Management. 10 (24), 118- 128.

Nyamekye, F., & Anapey, G. M (2019). Educational Application of the internet by basic pupils in Effutu Municipal Assembly: The guidance and counselling implications. International Journal of Educational Technology and Learning. 7(1), 7-13. DOI: 10.20448/2003.71.7.13

O'Neill, J., Marivate. V, Glover, B., Karanu, W., Tedesse, G. A., Gyekye, A., . . . Maari, N. (2024). AI and the future of work in Africa: White paper. Nairobi: Microsoft Corporation.

Book Chapters

Amponsah, S., Aheto, S. P. K., Anapey, G. M. & Kwapong, O. T. F., (2020). Arrangements for online engagements of distance learners in the wake of the COVID-19 pandemic. IGI Global, pp. 225-239. DOI:10.4018/978-1-7998-6940-5.ch012

Anapey, G. M., & Aheto, S.-P. K. (2022). Distance education tutors’ technology pedagogical integration during COVID-19 in Ghana: Implications for development education and instructional design. In O. T. Kwapong, D. Addae, & J. K. Boateng, Reimagining Development Education in Africa (pp. 155-170). Springer: Cham.

Anapey, G. M. (2023). Exploring AI and dialogic education outcomes from learning sciences perspective. In L. G. Amoah, Examining the rapid advance of digital technology in Africa (pp. 147-162). DOI: 10.4018/978-1-6684-9962-7: IGI Global.

Books

Anapey, G. M., & Gyasi, S. (2014). Human resource management information systems. Winneba: University of Education, Winneba.

Yidana, I., & Anapey, G. M. (2016). Educational technology for early childhood education. Winneba: University of Education, Winneba.

Papers Presented at Conferences/Colloquia

Anapey, G. M. (2025). Examining disability and inclusive culture for deep learning didactics towards climate resilience from a learning sciences perspective. The seminar was organised by the Centre for Disability Studies and Advocacy in partnership with the University of Ghana Collaborative on Climate  Resilience and Sustainability. June 20 at WAGMC Auditorium, University of Ghana. 

Anapey, G. M. (March 25, 2025). Standards-based education and global learning outcomes: Imperatives for pedagogical institutions in Sub-Saharan Africa. Faculty Lecture for School of Education and Lifelong Learning, Simon Diedong Dombo University of Business and Integrated Development Studies, Wa.

Anapey, G. M. (September 9, 2025). Connecting the edtech research ecosystem for Ghana. Education stakeholders' engagement, Delagio Hotel, Wa.

Anapey, G. M. (2024). Standards-based education philosophy and practice from child education science, PBL pedagogy and learning outcomes for basic education teachers. Teacher Professional Development Workshop for Deme Catholic Education Circuit teachers, Ho.

Anapey, G. M. (October 8th – 18th, 2024). Teachers’ duty of care and positive discipline practices in a safe school environment: developmental psychology and legal perspectives. Workshop for headteachers and teachers in Catholic Basic Schools in Volta Region, Ho, Nsuta, Hohoe, Kpando, Sogakope, Akatsi, Denu and Dzelukope.

Anapey, G. M. (4 - 6 March 2023). CERES, connecting edtech research ecosystem for Ghana: Global network of learning scientists' commitment to children’s digital learning experiences: global south perspectives. Global partners meeting, Marbach, Germany. 

Anapey, G. M. (March 27 – 31, 2024). School Leader’s strategic role and edtech integration. Edtech foundation training workshop for 30 core schools, Sierra Leone, Freetown and Makeni.

Anapey, G. M. (December 8 – 10, 2021). Development research and data analysis using mixed methods approaches. Academic Retreat of Faculty of Home Economics Education, University of Education, Winneba at Elmina Beach Resort, Elmina. 

Anapey, G. M. & Tutu-Danquah, C. (May 15 – 17, 2024). Psycholinguistics sources of children's STEM learning inequality and dialogic outcomes in Ghana’s Lower Volta Basin. The 6th College of Humanity Conference, Cedi Conference Centre, Department of Economics, University of Ghana, Legon, Accra, Ghana.

Anapey, G. M. (2024). Connecting the edtech research ecosystem for Ghana’s standards-based education. The 6th College of Humanity Conference, May 15 – 17, 2024, Cedi Conference Centre, Department of Economics, University of Ghana, Legon, Accra, Ghana.

Facilitator. (July 10, 2021). Qualitative research approaches for graduate students—Faculty Seminar for MPhil students at the Faculty of Home Economics Education, University of Education, Winneba.

Anapey, G. M. (August 27, 2019). The Ghana Education Service’s vision for blended learning: Integrating technology in basic schools. The conference paper was presented at the Edify Educational Technology Conference (EETC) 2019 at the Labadi Beach Hotel, Accra, Ghana.

Anapey, G. M. (October 3 - 5, 2016). Pushing the quality of Ghana’s Education with technology integration literacy. Conference Paper presented at the 2nd International Conference on Education Research for Development in Africa (ICERDA), Accra, Ghana.

Anapey, G. M. (August 1 - 5, 2016). Analytical driven qualitative research: A Case study of graduates’ thesis writing in a Ghanaian teacher university. (Paper presented at the 1st International Multi-Disciplinary Conference for Postgraduate Students, University of Education, Winneba.

Journal Reviews 

2025:  Cogent Education

2025:  International Journal of Educational Research

2024:  Journal of Asian and African Studies

2023:  Journal of Information and Technology

2023:  Education and Information Technologies

CERES @ Scale Research Lab At University Of Ghana

 Theme: Leveraging Learning Sciences and AI Tools to Achieve Education for Sustainable Development Outcomes for Adolescents’ Career Trajectories in xSub-Saharan Africa

Aim: Through the founding support from Jacobs Foundation, our research laboratory under CERES (Connecting an edtech research ecosystem) applies theories and concepts from Child Education and Learning Sciences, including developmental psychology, curriculum development, instructional design, educational technology, anthropology, psychometrics, and comparative studies to explore adolescents’ deep learning needs using digital tools for pandemic-resilient education systems in Sub-Saharan Africa.  While focusing on youth careers in the Fourth Industrial Revolution, our research understands learning outcomes, including global skills, transdisciplinary knowledge, ecological sustainability, ethical standards, and critical thinking and problem solving for Africa’s youth in standards-based education systems. 

What research questions and methods are being explored? 

The UG-CERES’ research lab is informed by children's learning gaps in Africa’s marginalised communities. As Global Partners in Education (GPE) support for education systems increases, quality learning and global skills continue to drop, as over 70% of Sub-Saharan African children do not benefit from childhood education. The primary research question being addressed in the laboratory is leveraging digital access to explore the vestiges of COVID-19 on children's learning, core competencies for sustainable livelihoods, learner variability, psycholinguistics, socioeconomic status (SES), and school-community culture using inquiry-based and inclusive education pedagogy to predict resilient schools during pandemics.

Using mixed methods involving participatory and co-design approaches, longitudinal and repeated measures complement our lab simulations to understand contextual issues impacting standards-based education systems in Sub-Saharan Africa. Rigorous evidence from predictive models, visualisation, including factor analysis, MANCOVA, regression, multiple discriminant analysis, and univariate procedures, is used by our research team and early career students in Child Education and Learning Sciences graduate programmes while testing hypotheses and generating interpretivists’ evidence for education decision making.

                                               CERES @ Scale: Our community of Learning Scientists

Global Impact? With over 70% of Sub-Saharan African children lacking quality education, challenging SDG 4 on quality and equity for all by 2030, the lab has a strong international relevance across policy, research, equity, and innovation areas. Critical translational science is required to support developmental milestones for Sub-Saharan Africa’s youth to participate in the AI Age while reducing childhood learning loss in crisis-sensitive education systems in marginalised communities. Mentorship is the lab’s focal operation, working with early career fellows and graduate students in education across the lifespan. 

Emerging Digital and Physical Lab Settings: Our simulation lab supports educational sciences with instructional design, AI LLM, CAL, machine learning, psychometrics, neurocognition, and multimedia tools to support students’ deep learning pedagogy while co-creating knowledge in wet and dry lab settings for rich e-portfolios as artefacts from mentorships from seasoned faculty members working in the CERES @Scale Lab. While supporting knowledge implementation science for children's education, we are developing Indigenous test batteries from our labs to support contextual variability indicators. 

Welcome to work with us.