The disruptions in the field of education brought about by the COVID-19 crisis prompted nations worldwide to enact distinct educational response plans aimed at guaranteeing the continuity of curricular activities. The study sought to explore the utilization of information and communication technology (ICT) tools by teachers to engage with their students and parents, with the overarching objective of facilitating effective curriculum continuity within selected second-cycle educational institutions in Ghana. This study employed a mixed-methods approach, specifically descriptive survey method and phenomenology. Data were gathered through questionnaires, focus group discussions, and interviews, with a total of 650 participants comprising parents, teachers, and students participating in the study. Descriptive statistical tools were used to analyse the quantitative data. Qualitative data, conversely, underwent manual analysis via a thematic approach. The findings of this study revealed a notable deficiency in the degree of interaction occurring between teachers and their students, as well as between teachers and the parents of these students. Consequently, it is recommended that governmental bodies and other relevant stakeholders actively promote enhanced interactions between teachers and parents. Moreover, it is advised that effective mechanisms for assessing student progress during crisis be instituted to further ensure the efficacy of curriculum continuity efforts (pp.102-108).