Perception and use of open educational resources among library and information science undergraduates in federal universities in Nigeria

Open educational resources (OER) offer cost-effective, high-quality learning materials that enhance access and equity in higher education. Despite global uptake, OER use among Nigerian undergraduates remains low due to infrastructural and awareness challenges. This study examines the perception and use of OER among Library and Information Science (LIS) undergraduates in federal universities in Nigeria, applying the Technology Acceptance Model (TAM) to explain adoption behaviour. Descriptive correlational survey design was employed. Using stratified proportionate random sampling, 2,150 LIS undergraduates were selected from 12 federal universities. Data were collected via a validated questionnaire (Cronbach’s α = 0.86) and analyzed using SPSS for descriptive statistics and Pearson correlation. Findings revealed frequent use of OER (weighted mean = 3.71; SD = 1.70). Perception of OER was generally positive across indicators of quality, ease of use, and usefulness (grand mean = 3.18; SD = 0.80). A significant positive relationship was found between perception and use of OER (r = .259; p < 0.05) consistent with TAM constructs. Major challenges included limited awareness, poor internet connectivity, and inadequate electricity supply. Positive perception strongly influences OER use among LIS undergraduates. Universities should prioritize awareness campaigns, improve ICT infrastructure, and integrate OER into teaching and learning strategies