When students sit down to write research papers or analyse public issues, where do they turn for information? More often than not, the answer is a quick search engine query, a secondary blog post, or a summarised textbook chapter. While these sources have their place, they often leave student research relying on second-hand interpretations rather than verified primary evidence.

Across the globe, and here in Ghana, laws such as the Right to Information (RTI) Act, 2019 (Act 989), guarantee citizens, including students, the legal right to access official public records, district reports, and government disclosures. Yet, a significant gap remains. Many secondary and tertiary students are unaware that this right exists, let alone how to use it.

To build a generation of rigorous scholars and engaged civic leaders, we must actively sensitise students to their right to information.

Moving Beyond Second-Hand Research

Academic excellence depends on the quality of evidence. When a university or high school student writes a paper on local development, environmental management, or public health, relying solely on unverified online opinions weakens the quality of the work.

Accessing primary government records can transform student research. Imagine a student writing about local infrastructure who can formally request spending disclosures or development plans directly from a district assembly. Instead of presenting broad opinions, their research becomes grounded in concrete, verifiable facts. Sensitising students to RTI procedures teaches them how to interrogate primary sources, a skill that elevates academic writing from simple repetition to meaningful inquiry.

Fostering Fact-Based Civic Literacy

Beyond the classroom, educating young people about their information rights strengthens democratic accountability. Young citizens and student leaders are increasingly passionate about social change, community development, and public policy. However, passion without access to reliable primary data can result in misinformed debates.

When students understand how to navigate formal information request channels, they gain insight into how public institutions operate. They learn how decisions are documented, how budgets are allocated, and how public officials serve communities. This knowledge shifts student advocacy away from rumours and speculation towards constructive, fact-based engagement with public authorities.

Overcoming the Awareness and Bureaucracy Barrier

Why are students not using these laws today? The obstacle is rarely a lack of interest; rather, it is a lack of awareness and fear of administrative processes. To many young scholars, government ministries and local assemblies appear intimidating and inaccessible.

Many students assume that requesting public records requires complex legal procedures, specialised connections, or formal legal training. In reality, RTI frameworks are designed for every citizen. Breaking down this psychological barrier requires targeted sensitisation:

* School and Campus Workshops: Public Information Officers and transparency advocates should engage student unions, research departments, and high school clubs directly.
* Simplified Student Guides: Institutions can publish clear, one-page guides explaining how students can submit basic information requests for academic purposes.
* Integrating RTI into Research Curricula: Tertiary institutions should incorporate practical instruction on accessing primary data into standard research methodology courses.

Empowering the Next Generation of Inquirers

Passing a transparency law on paper is only the first step towards building an open society. The true test of any right to information framework lies in whether the next generation understands how to exercise it.

By sensitising students to their right to access official information, we do not only improve the quality of academic dissertations; we also cultivate critical thinkers, combat misinformation at its root, and empower young citizens to participate meaningfully in public life.

It is time to take information access out of legal archives and place it directly into the hands of students.

Edna Bevela
Information Officer, Information Services Department
Email: [eddiebeverla@gmail.com](mailto:eddiebeverla@gmail.com)