DIGITAL LITERACY SKILLS AND OPEN EDUCATIONAL RESOURCES USE BY UNDERGRADUATES IN AJAYI CROWTHER UNIVERSITY, OYO, OYO STATE, NIGERIA

In the evolving landscape of higher education, Open Educational Resources (OERs) emerged as vital tools for enhancing learning access and outcomes. However, their effective utilization among undergraduates largely depended on students' digital literacy skills. This study, therefore, examined the influence of digital literacy skills on the use of OERs among undergraduates. Grounded in the Technology Acceptance Model (TAM), it investigated the types of OERs students used, their purposes, usage frequency, and the correlation between digital literacy and OER adoption. A descriptive survey design was adopted for the study. Data were collected from 102 undergraduates across three faculties in Ajayi Crowther University using a structured questionnaire. The instrument was designed to capture students' patterns of OER usage and assess their digital literacy skills. The data collected were analyzed using both descriptive and inferential statistical techniques. The results revealed that students demonstrated a high level of engagement with OERs. They frequently used lecture notes (mean = 3.26), institutional OERs (mean = 3.27), and interactive tools (mean = 3.21). These resources were mostly employed for assignments (mean = 3.29), collaborative learning (mean = 3.31), and skill development (mean = 3.21). In terms of frequency, students reported accessing OERs weekly (mean = 3.33), consistently using them throughout their academic programs (mean = 3.24), and downloading materials for offline use (mean = 3.25). Pearson correlation analysis showed a significant positive relationship between digital literacy skills and OER usage (r = 0.604, p < 0.05), indicating that students with higher digital literacy were more likely to engage effectively with OERs. The study concluded that digital literacy played a significant role in facilitating students' adoption and effective use of OERs. Based on the findings, it was recommended that institutions enhance digital literacy training for students and provide greater institutional support for the integration of OERs into academic work. Strengthening digital infrastructure and creating awareness about OERs were also suggested as means to ensure equitable access and improved educational outcomes in Nigerian universities.