• Nutakor, C. N., Osei, E. O., & Swanzy, P. (2026). ICT integration extent in Ghana’s civic education delivery explained through the Civic Education Technology Adoption Framework. Journal of Information Technology Education: Innovations in Practice, 25, Article 20. https://doi.org/10.28945/5780

• Odoom, S., Osei, E. O., Effah, E. Q., Bakariwie, A., & Rufai, A. A. (2026). Intelligent profiling beyond grades using a stacking ensemble framework for student success prediction. Discover Education, 5, Article 242. https://doi.org/10.1007/s44217-026-01277-4

• Odoom, S., Osei, E. O., Effah, E. Q., Boafo, V., Dusu, S., & Appiah, A. K. (2026). A 3-tier machine learning framework for early detection of learning difficulties in basic school settings. Discover Global Society, 4, Article 60. https://doi.org/10.1007/s44282-026-00378-7

• Baako, I., Osei, E. O., & Abroampa, W. K. (2025). Gender disparities in ICT beliefs and usage among learners in basic public schools in urban slums in Ghana. INSTED: Interdisciplinary Studies in Education & Society, 27(1), 63–96. https://doi.org/10.34862/tce.2025.1.7

• Amadiok, D., Abroampa, W. K., & Osei, E. O. (2025). Correlates of factors on students' use behavior of E?learning management systems in Ghanaian public universities. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-025-13544-2

• Nutakor, C. K., Osei, E. O., & Swanzy, P. (2025). Global perspectives on ICT in civic education: A systematic review of research from 2006 to 2024. Journal of ICT in Education, 12(2), 43–58. https://doi.org/10.37134/jictie.vol12.2.3.2025

• Obu, E., Asante, M., & Osei, E. O. (2025). Fog computing-enabled smart seating systems: Optimizing latency and network bandwidth efficiency in classrooms. Journal of Advances in Computing and Engineering, 5(1), 35–49. https://doi.org/10.21622/ACE.2025.05.1.1335

• Baako, I., Osei, E. O., & Abroampa, W. K. (2025). Mapping the Landscape of ICT Integration in Education: A Systematic review of Literature. Indonesian Journal of Education and Social Sciences, 4(2), 254–275. https://doi.org/10.56916/ijess.v4i2.1096

• Amadiok, D., Osei, E. O., & Abroampa, W. K. (2024). E-learning management systems utilization in public universities in Ghana: Contextual factors. International Journal of Education and Development using Information and Communication Technology, 20(3), 79–96. https://files.eric.ed.gov/fulltext/EJ1461861.pdf

• Amadiok, D., Abroampa, W. K., & Osei, E. O. (2024). Students' use behaviors of e-learning management systems in Ghanaian public universities: What do the demographics say? Global Journal of Transformative Education, 4, 76–86. https://doi.org/10.14434/gjte.v4i1.36683

Policy Brief and Technical Papers

• Osei, E. O., & Davis, F. (2025a). Automotive hub of excellence: Strategic implementation model and theory of change framework [Policy brief]. Plan International Ghana.

• Osei, E. O., & Davis, F. (2025b). Electric vehicle skill gap: Interventions for Ghana’s automotive sector [Policy brief]. Plan International Ghana.

• Osei, E. O., & Davis, F. (2025c). Pathways to progress: Strengthening youth employment and entrepreneurship in Ghana [Policy brief]. Plan International Ghana.

• Osei, E. O., & Davis, F. (2025d). TVET quality education: Institutional readiness for modern automotive training [Policy brief]. Plan International Ghana.

• Osei, E. O. (Project Lead). (2026, February). Transforming TVET education in West Africa through an integrated framework for competency-based, gender-responsive and youth-centred technical and vocational education. Technical Paper submitted to the UNESCO Participation Programme, Technology Consultancy Centre (TCC-CIMET), Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.