Pedagogical Policies and Environmental Sustainability Measures in Open and Distance Learning Systems
Keywords:
Environmental sustainability, Open and Distance Learning (ODL), Pedagogical policy, Stakeholder perception, NOUN (National Open University of Nigeria)Abstract
Environmental sustainability has become a defining priority for higher education institutions globally, yet its integration within Open and Distance Learning (ODL) systems - particularly in African contexts - remains poorly documented. This study investigates how sustainability is embedded within the pedagogical policies and institutional practices of the National Open University of Nigeria (NOUN). Drawing on both quantitative data and qualitative insights from 20 Centre Directors across Nigeria, the research employs a mixed-methods approach to explore perceptions, challenges, and policy implementation gaps. Quantitative data were analysed using SPSS Version 29, while interview responses were thematically coded. Results indicate that while NOUN demonstrates high conceptual alignment with global sustainability ideals - especially in digital learning, stakeholder collaboration, and resource conservation - practical implementation is hindered by infrastructural limitations, inconsistent policy enforcement, and insufficient stakeholder awareness. Directors emphasised the need for robust institutional frameworks, faculty training, and collaborative strategies to enhance sustainability in ODL delivery. The study proposes a policy-practice alignment model that integrates curriculum reform, digital innovation, and participatory governance. Findings offer both theoretical and practical insights into operationalising sustainability in digitally mediated education systems, contributing to ESD discourse in the Global South and informing strategic planning for ODL institutions.
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