Abstract

The literature suggests that proctored online examinations face several challenges, yet the specific nature of these challenges in Ghanaian Higher Education Institutions (HEIs) remains unclear due to limited research in this area. This qualitative case study aimed to explore these challenges using twenty participants purposively selected from one university in Ghana, the oldest provider of distance learning in the country. Data were analyzed using Braun and Clarke’s technique for thematic analysis. The findings revealed that the university’s efforts to implement proctored online examinations were hindered by a lack of consultations with key stakeholders, insufficient training for examination officials, inadequate computer resources, and unreliable internet connectivity. The study recommends that for successful implementation, universities should prioritize stakeholder consultations to identify and address potential challenges, establish comprehensive training programs for examination officials, and invest in infrastructure improvements such as adequate computer resources and reliable internet connectivity. Additionally, sustainable strategies for long-term stakeholder engagement and detailed funding models or potential collaborations with government and educational partners should be considered to strengthen these recommendations. These recommendations aim to enhance the integrity, effectiveness, and accessibility of online examinations in Ghanaian HEIs and similar educational settings worldwide.