Success Factors for Adopting Open Educational Resources in Blended Learning in University Libraries in Nairobi County, Kenya

Lately, there has been a growth in blended learning (BL), augmented by the integration of Open Education Resources (OER) within this educational approach. However, the reasons that promote the use of OER in BL are uncertain in Nairobi County, Kenya. Therefore, the study sought to evaluate the factors that had a significant impact on the successful implementation of OER in blended learning. The diffusion of innovations theory, technology acceptance model, and institutional theory guided the study. A mixed method approach was utilized. The research obtained quantitative data from questionnaires, whereas qualitative perspectives were obtained from interviews. The study focused on four (4) university librarians and eighty-six (86) library staff from four institutions namely; The University of Nairobi, the Technical University of Kenya, Strathmore University, and the Catholic University of Eastern Africa. The census and purposive sampling techniques were employed. Quantitative data analysis was conducted with SPSS, while qualitative data analysis was carried out using NVivo software for content and thematic analysis. Findings indicated that key success factors for adopting educational resources in blended learning in university libraries included collaboration among stakeholders, improved accessibility to learning resources, ongoing training, positive mindset, digital technology, enhanced evaluation methods for learning resources, and institutional backing. Consistent instruction and support on copyright matters were also noted as crucial elements. Enhanced digital literacy, support from faculty and librarians, and ICT infrastructure supported OER integration. Effective OER adoption requires strong institutional leadership, dedicated resources, and continuous faculty development. Institutions need to boost funding and provide more incentives for faculty involvement in OER initiatives, while also conducting additional research to assess the effects of OER on teaching and student results.