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Status of Open Educational Resources (OER) Policies and Practices in West Africa in the Age of Artificial Intelligence (AI)
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Abstract
This study examines the status of Open Educational Resources (OER) policies and practices in West African higher education, with a particular focus on the emerging influence of artificial intelligence (AI). Drawing on survey data from senior stakeholders across six West African countries and qualitative insights from a regional workshop, the report provides a comprehensive analysis of OER awareness, policy development, adoption challenges, institutional familiarity with AI tools, and the integration of AI into OER practices. Key findings reveal that, while awareness of OER is moderate among stakeholders, actual usage remains limited and largely informal. The study highlights that AI adoption in HE is growing, but its integration into OER workflows is still experimental and driven by individual innovators rather than institutional strategies. Recommendations are provided for policymakers, institutions, and regional bodies to develop comprehensive OER and AI policies, invest in infrastructure and capacity-building, promote equity and inclusion, and foster collaborative research and practice.
Country
Cameroon, Gambia, The Gambia, Ghana, Nigeria, Sierra Leone, Togo
Region
Africa
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Adobe PDF, 1.83 MB
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Date
2026-05
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Publisher
Commonwealth of Learning (COL)