Abstract

Student participation in higher education governance is internationally acknowledged as a core element of democratic practice and a mechanism for strengthening institutional accountability. However, the degree and effectiveness of such participation differ markedly across contexts. This study examines the extent of student teachers’ involvement in governance and the systemic constraints that shape their engagement across five Colleges of Education in the Volta Region of Ghana. Using a descriptive survey design, 361 student teachers were selected through stratified random sampling. Findings reveal limited awareness of governance structures among students and a narrow focus on Students’ Representative Council (SRC) roles in academic matters, with minimal influence on administrative decision-making. Centralised authority structures, weak communication systems, and inadequate dissemination of governance-related information contribute to persistent feelings of marginalisation and disengagement. The study underscores the urgent need for governance reforms aligned with global calls for participatory, transparent, and inclusive decision-making in higher education. It recommends institutionalising regular governance orientation and sensitisation programmes, strengthening formal communication channels, and enhancing SRC autonomy through improved representation, resourcing, and targeted leadership capacity-building. These interventions can promote more responsive, student-centred governance and contribute to broader international agendas for inclusive higher education systems.

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