Loading...
Teacher Educators' Beliefs and Experiences on Pedagogical Use of Open Educational Resources (OER) for Training Women and Girls in Distressed Communities in Nigeria: A Case Study
Citations
Altmetric:
Abstract
Open educational resources (OER) have the potential to enhance education for quality in initial teacher education colleges. However, the beliefs and experiences of teacher educators on the pedagogical use of OER for educating women and girls in Nigeria are still unclear. This study investigates teacher educators' beliefs and experiences on OER for quality women and girls Education in Northwest Nigeria distressed community. The study used social Justice Perspective theory as a lens to understand the dynamics of the phenomenon. A qualitative case study design was employed, using online semi-structured focus group interviews to collect data from 27 participants in a female-only College of Education (COE). The 27 participants are perceived to have knowledge and understanding of using OER for pedagogical practices. Data was analysed using thematic content analysis approach where two major themes emerged. The findings reveal that teacher educators have limited understanding of OER, but recognize their potential in promoting access to quality education among women and girls in distressed communities. However, challenges such as insecurity, limited digital literacy, and social barriers hinder the adoption of OER in the research context. The study recommends that the college should provide training and support for teacher educators to develop their understanding and skills in using OER. Similarly, contextual barriers to education should be minimised to empower women and girls to acquire quality education through OER Channels.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 0278
Subjects: Beliefs; College of Education; Distressed Communities; Experiences; OER; Pedagogy; Teacher Educators
Country
Nigeria
Region
Africa
DOI
Collections
Files
Loading...
PDF
Adobe PDF, 301.18 KB
Link
Date
2025-09
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)