Open Educational Resources in Nigerian Higher Education

A Scoping Review of Adoption, Impact, and Contextual Challenges

Abstract

The integration of Open Educational Resources (OER) presents a transformative opportunity for Nigerian higher education, potentially mitigating resource constraints and enhancing pedagogical practices. However, the extent and nature of OER adoption, its tangible impacts, and the specific contextual barriers within the Nigerian academic landscape remain inadequately mapped. This scoping review systematically examines the available literature on OER use in Nigerian universities, with a focus on the field of Education, to synthesize evidence on adoption trends, perceived and measured impacts, and implementation challenges. Following the Joanna Briggs Institute (JBI) methodology for scoping reviews, we identified and charted relevant peer-reviewed articles and grey literature published between 2010 and 2024. Findings indicate a growing awareness and nascent adoption of OER, primarily driven by individual faculty initiative rather than institutional policy. Positive impacts were noted on student access to learning materials and cost reduction, yet evidence of pedagogical transformation is limited. Significant contextual challenges persist, including inadequate digital infrastructure, unreliable internet access, a lack of local content, and insufficient institutional support frameworks. This review underscores the critical need for robust, Nigeria-centric OER policies, targeted capacity building for educators, and infrastructural investments. By highlighting these factors, the study contributes to developing a sustainable, contextually-relevant framework for OER integration that can genuinely support the decolonization and revitalization of higher education in Nigeria and across Africa.