Abstract

The study examined lecturers' duration of lecturing practices on awareness, and readiness as well as challenges facing the utilisation of Open Educational Resources (OERs) in Nigerian universities. A descriptive survey research design was adopted. Two universities (federal and state-owned) offering Open and Distance Learning (ODL) programmes in each of the federation's six (6) geographical zones, resulting in one thousand four hundred and eighty-five lecturers being selected using a multi-stage sampling technique. The 0.05 significance level was used to test three hypotheses. The Lecturer's Usage of OERs Questionnaire (LUOER; r=0.78) was the main instrument utilised to collect data. Using descriptive statistics like mean, standard deviation, and ANOVA inferential statistics, the collected data were examined. The findings demonstrated that lecturers were mindful of the correct use of OERs for instructional purposes and were prepared to implement OERs in teaching. The findings further demonstrated that there were statistically significant differences in the lecturers' years of teaching experience in the extent of lecturers' awareness of OERs (F = 101.16), willingness towards usage of OERs (2,1484) (F = 12.83) and perceived challenges (F = 37.03) towards the usage of OERs for teaching. It was (2,1484) (2,1484) suggested that universities support periodic workshops and seminars to provide practitioners with the necessary information and/or skills for OERs.