Even though many universities across the world have incorporated internet-based educational and academic systems, the success of their implementation requires an extensive understanding of the end user acceptance process. Access to academic resources for teaching and learning using technology (electronic library) has become a popular approach within higher education institutions due to the continuous growth of internet innovations and technologies. This case study research, conducted at Accra Technical University uses the technology acceptance model (TAM) as a theoretical framework. The study investigates the effects of the system characteristics such as appropriate user interface (UI), software design, and relevance towards the perceived ease of use and perceived usefulness on intention to use the proposed e-library system. Two hundred (200) students and sixteen (16) lecturers participated in this quantitative study. Results show that improvement of the existing e-library system in ATU will enable students to utilize digital learning resources for effective teaching and learning, especially during the current global COVID-19 pandemic.

In developing nations such as Ghana, traditional face-to-face (F2F) mode of education is challenged when physical classroom (academic) resources are not available for all students in a particular tertiary institution. Globally, education modes have improved through learning management systems (LMSs) as a result of technological advancements. Accra Technical University (ATU) in Ghana is currently facing the problem of turning away qualified applicants due to the fact that the academic resources in ATU are not enough to accommodate all qualified applicants. Using a quantitative research instrument (questionnaire) in accordance to the five-point Likert scale and components of the technology acceptance model (TAM) framework, this paper tackled the problem above by proposing and developing an LMS to support the education of students in ATU. Analytical results of data responses from 200 lecturers and 16 students in ATU, showed that majority of these stakeholders are willing to embrace technology and the developed LMS in ATU.

In the domain of cyber security, the defence mechanisms of networks has traditionally been placed in a reactionary role. Cyber security professionals are therefore disadvantaged in a cyber-attack situation due to the fact that it is vital that they maneuver such attacks before the network is totally compromised. In this paper, we utilize the Betweenness Centrality network measure (social property) to discover possible cyber-attack paths and then employ computation of similar personality of nodes/users to generate predictions about possible attacks within the network. Our method proposes a social recommender algorithm called socially-aware recommendation of cyber-attack paths (SARCP), as an attack predictor in the cyber security defence domain. In a social network, SARCP exploits and delivers all possible paths which can result in cyber-attacks. Using a real-world dataset and relevant evaluation metrics, experimental results in the paper show that our proposed method is favorable and effective.

Although in Accra Technical University (ATU), Ghana there exists a traditional face-to-face (F2F) mode of education already in place, the implementation of mobile learning (m-learning) through ICT in education will solve problems such as small classroom size, inappropriate time schedule for lectures, and provision technological resources needed to run successful classroom education. In order to validate successful implementation of m-learning in ATU, this paper employed a questionnaire research instrument with reference to the technology acceptance model (TAM-2) as a theoretical framework. Closed-ended questionnaires were administered to a sample size of 160 students and 15 lecturers in the Faculty of Applied Sciences (FAS) in ATU. Based on the responses received, the authors established positive technological acceptance of respondents, which paved the way to propose and develop a suitable m-learning system for ATU. It is envisaged that successful implementation of the m-learning system proposed in this paper will practically increase the use of ICT in education by both lecturers and students in ATU.