Open and distance higher education in Ethiopia: past, present and prospects

Purpose This study examines the current state and advancements in open and distance higher education (ODHE) in Ethiopia over the past seven years, with particular attention to stakeholder perceptions, digital technology integration and system effectiveness. Design/methodology/approach A concurrent mixed-methods research design was employed. Quantitative data regarding the perceptions of students and tutors were collected via questionnaires, while semi-structured interviews were conducted to triangulate these findings. Findings Although ODHE has successfully expanded access, the expansion has coincided with weak pedagogical support, uneven integration of digital technologies and mounting institutional pressure to increase enrollment. A key finding is that the emergence of relatively high student cumulative grade point averages (CGPAs) and completion rates appears inconsistent with reported limitations in learner support and instruction. This discrepancy suggests a misalignment between formal performance indicators and actual learning quality, raising significant concerns about the effectiveness of quality assurance mechanisms. Research limitations/implications The study is limited by its four-university sample, availability sampling for tutors, cross-sectional design and reliance on self-reported CGPA data. Practical implications The study recommends transforming conventional ODHE into a more flexible model, including the potential establishment of an Open University of Ethiopia, to provide a structured framework for quality, coordination and accountability. Flexible ODHE models can positively contribute to developing countries where similar challenges exist. Originality/value The study introduces the concept of a performance–learning paradox, wherein high academic outcomes coexist with suboptimal instructional processes, questioning the reliability of conventional quality indicators within ODHE systems.