This study presents a Global South perspective on open education by examining how Open Educational Resources (OER) are perceived, accessed, and used by undergraduates in Nigerian federal universities, an underrepresented context in dominant discourse. The population comprised 3,574 200-, 300-, and 400-level Library and Information Science (LIS) students across accredited federal universities, using a descriptive correlational survey design. A stratified proportionate random sampling technique (60%) yielded 2,145 participants from 12 universities. Data were collected באמצעות a structured questionnaire (sections A–E) with strong reliability (α = 0.86). Descriptive statistics were used for analysis; Pearson correlation tested hypotheses 1–6, while multiple regression tested hypothesis 7. Findings challenge Global North–centric assumptions and highlight contextual factors such as ICT self-efficacy, infrastructure constraints, and awareness gaps shaping OER use.
Attendees of this session will be able to:- By the end of this session, participants will be able to:.
- Explain the role of OER in promoting equitable access, cost reduction, and improved academic outcomes in higher education contexts beyond North America.
- Analyze the relationships among ICT self-efficacy, student perceptions of OER, patterns of OER use, and academic performance using evidence from Nigerian federal universities.
- Identify the most commonly used types of OER among Library and Information Science undergraduates and the academic purposes they serve.
- Evaluate how contextual factors such as infrastructure limitations, awareness levels, and internet access shape OER adoption and effectiveness in low-resource environments.
- Discuss the implications of student-centered evidence from Nigeria for advancing global, inclusive, and context-responsive open education strategies.
- Understand policy development for sustaining OER initiatives beyond the Global North.
