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The accelerated development of forestry sector over the past two decades has stimulated an increasing number of researchers to investigate the impact of forestry resources on economic growth amidst forest quality and quantity deteriorating factors, including illegalities. This study aims to identify and examine non-fiscal measures implemented in stimulating growth and job in the sector. Employing mixed research approach, the study provides inferences based on detailed performance description of core centers of the sector. The study revealed that, the government and regulatory agencies need to acknowledge the existence and importance of SMEs and making them part of economic analysis to project growth, innovation, job creation to social inclusion, and rural development. Also, trade associations are handicapped logistically and this derails their ability to support their members both financially and technically. Similarly, in adoption of strategies to improve short term development of wildlife resources, tourism attraction sites within wildlife protected areas could be created, which will control encroachments and add to revenue streams of the sector and would contribute to economic growth as a whole.

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PurposeThis paper investigates the moderating-mediation roles of synchronous and asynchronous learning, as well as virtual self-efficacy between digital learning space experience and continuous use among learners in Ghanaian institutions of higher learning.Design/methodology/approachA convenience sampling technique was used in the selection of 604 students who answered questions on digital learning space experience, synchronous and asynchronous learning, virtual self-efficacy and learner continuous use within the Greater Accra Region of Ghana. The study employed regression analysis to measure the hypothesized paths.FindingsThe findings show that asynchronous learning partially mediates between digital learning space experience and learner continuous use, but the mediating effect of synchronous learning between digital learning space experience and learner continuous use was not significant. Further, virtual self-efficacy significantly moderates the mediated relationship between asynchronous learning and learner continuous use, but the moderated mediated role of synchronous learning was not established in the study.Research limitations/implicationsGeneralization of the study findings is limited due to the sampling scope, which was restricted to students of IHL in the Greater Accra Region of Ghana.Originality/valueIn this research, the academic scope of digital transformation was expanded from both digital structure elements and psychological perspectives within the domain of higher education literature.

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