The uptake of virtual learning blended with the traditional instructional pedagogies in Social Studies instruction among senior high school teachers in Ghana is developing rapidly. Grounded on Technology Acceptance Model (TAM), this study was commissioned to interrogate senior high school Social Studies teachers' and students' perceptions of online learning and its impact on their application of technology in teaching and learning. The research was purely quantitative, conducted in the Northern Region of Ghana, adopted a causal-comparative research design and administered a questionnaire to Social Studies teachers (N = 84) and senior high school students (N = 972) randomly sampled for the research. The internal consistency of the items on the questionnaires was validated using the Cronbach alpha formula, from which that of Social Studies teachers yielded α = 0.89 and that of the students yielded α = 0.73 respectively. The data were analyzed employing inferential and descriptive statistics supported by Statistical Package for Social Sciences (SPSS) version 22. The findings discovered that although Social Studies teachers and students had positive perceptions and motivation to use online learning, teachers' integration of technology into teaching and learning was low due to inadequate computers, lack of access to the internet, and limited ICT skills and that teachers' perceptions of online learning have no significant impact on their rate of integration of technology into Social Studies teaching and learning. Based on the findings, the study recommends teacher training, equipping senior high schools with relevant digital tools including the internet, subsidizing laptops for teachers and students, and curriculum reforms that create opportunities for the integration of online learning into teaching.

Effective, equitable, and student-centered Social Studies instruction occurs in an environment which is prepared and well designed for that purpose. The 21st Century Social Studies curriculum should be planned to allow teachers to adopt constructivist student-centered pedagogies to improve the learning outcomes of students. However, it appears most teachers in Ghana still apply the traditional rote methods of instruction that deprives students of the ability to acquire 21st century learning due to weaknesses in the existing curriculum. This study was, therefore, conducted to explore from teachers how the Social Studies curriculum can be reformed to create a room for active and student centered learning. A cross-sectional research design was adopted for this study. Senior High School (SHS) Social Studies teachers in Northern Region were the target population for the study (N = 175 teachers). Using Yamane's (1967) formula for sample size determination, 151 teachers were randomly sampled for the study with a confidence level of 97% and a margin error of ±3. Closed-ended item questionnaires were used to mine data from the respondents. The reliability of the items in the questionnaires was tested using the Cronbach alpha formula which yielded a = 0.78, which was acceptable for the study. Using SPSS, data were analyzed employing descriptive statistics such as frequencies, percentages, mean, and standard deviations and the results were presented in tables. The study discovered a high endorsement by teachers on the need for a new Social Studies curriculum that provides an opportunity for meaningful learning; a call for Social Studies curriculum reform to create a room for student-centered learning to improve learning outcomes of students in line with SDG 4. The study recommends curriculum reforms, capacity-building programmes for teachers based on training needs; supply of relevant instructional resources; expansion of SHSs infrastructure and rethinking a ban on SHSs students' use of phones and personal laptops on campuses.