E-Journal of Humanities, Arts and Social Sciences (EHASS) ISSN 2720-7722 | Volume 3 Issue 3 – March 2022 pp 27-42 Available online at: https://noyam.org/journals/ehass/ DOI: https://doi.org/10.38159/ehass.2022331 © 2022 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/). Is Online Theological Education Suitable for Spiritual/Ministerial Formation?: A Response from an African Perspective ABSTRACT The advancement in information and communication technologies in the last few decades has led to various innovations in the world of education. The application of technology makes information more accessible and knowledge more widely distributed, giving rise to various opportunities for instruction and learning. One such example of technological innovations in the education sector is the emergence of online academic institutions across the globe. Rising interests in the theological and pedagogical issues associated with the use of online teaching and learning platforms for spiritual/ministerial formation have prompted this study. Using a literature-based research approach, this paper analyzes data collected from books, journal articles and dissertations to ascertain the appropriateness or otherwise of online theological education for spiritual/ministerial formation from an African Christian perspective. It also discusses some pedagogical issues in online education. The paper argues that there is nothing inherently wrong with the use of online theological education for spiritual/ministerial formation; yet, the lack of access to electricity and internet facilities in some communities and unethical practices in the virtual space are major setbacks in this mode of education. In view of this, spiritual/ ministerial formation through online education is encouraged only if the student is committed to ensuring ethical practices in the online learning environment, has the appropriate logistics to access the technologically-mediated teaching and learning process, and is enrolled in an institution which has the pedagogical, scholarly, technological requirements for ensuring efective teaching and learning in a virtual space. Keywords: Africa, Online Education, Theological Education, Spiritual Formation INTRODUCTION Globally, the 18th century marked the beginning of the provision of education to students who are geographically distant from teachers. This was a form of correspondence education and distant education where students “receive lessons and exercises through the mail, or some other device, and, upon completion, return them for analysis, criticism, and grading.” 1 With time, radio and television broadcasts, audio and video systems, computer-mediated communication and internet-based systems also became other means of distance education in addition to the print media. 2 1 Victor C. X. Wang (ed.), Encyclopedia of Information Communication Technologies and Adult Education Integration (Hershey: Information Science Reference, 2011), 752. 2 Kumiko Aoki, “Generation of Distance Education and Challenges of Distance Education Institutions in Japanese Higher Education,” Distance Education edited by Paul Birevu Muyinda (pp. 181-200) (Rijeka: InTech, 2012), 183. Correspondence Isaac Boaheng Email: revisaacboaheng@gmail. com Publication History Received 4th February, 2022 Accepted 8th March, 2022 Published online 15th March, 2022 Isaac Boaheng 1 1 Lecturer in Theology and Christian Ethics, Christian Service University College, Kumasi-Ghana, Research Fellow, University of the Free State, South Africa. © 2022 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).