Rebranding Teacher Education in Nigeria Through Open Educational Resources: Pathways to Digital Pedagogical Transformation

Abstract

The growing demand for digitally responsive educational systems has intensified global calls for the transformation of teacher education through innovative and accessible pedagogical approaches. Within this context, Open Educational Resources (OER) have emerged as valuable instruments for expanding educational access, promoting collaborative learning, and strengthening digital pedagogical practices across higher education institutions. In Nigeria, persistent challenges such as inadequate instructional resources, limited technological infrastructure, unequal educational opportunities, and weak digital competencies among teachers continue to undermine the quality of teacher preparation. This paper critically examines the role of Open Educational Resources in the rebranding of teacher education in Nigeria within the broader context of digital transformation and educational reform. The study adopted a qualitative conceptual review approach based on a thematic synthesis of relevant literature published between 2010 and 2025. Drawing on Connectivism Theory and the principles of Open Pedagogy, the paper argues that OER can enhance instructional innovation, democratize knowledge production, strengthen collaborative learning, and improve continuous professional development for teachers. The paper further identifies major barriers to OER integration, including inadequate digital infrastructure, unstable electricity supply, poor internet connectivity, low digital literacy, policy inconsistency, and weak institutional support. It concludes that although OER offer significant opportunities for transforming teacher education in Nigeria, their successful integration requires sustained investment in digital infrastructure, institutional capacity building, local content development, supportive policy frameworks, and equitable access to technology.