The integration of Open Educational Resources (OER) is posited as a strategy to enhance access and quality in higher education, particularly in resource-constrained contexts. However, systematic evidence on their uptake within the West African francophone region remains scarce. This study investigates the extent of OER adoption, identifies key barriers to their use, and analyses educator perceptions regarding their value in the higher education sector of Burkina Faso. A cross-sectional survey was administered to a stratified random sample of academic staff across public universities. The instrument captured data on awareness, usage patterns, perceived barriers, and attitudes. Quantitative data were analysed using descriptive and inferential statistics. While 78% of respondents expressed awareness of OER, only 32% reported regular use in teaching. The most significant barrier identified was limited access to reliable internet infrastructure, cited by 67% of participants. Perceptions of OER quality and relevance were generally positive among users. A substantial gap exists between awareness and actual adoption of OER, largely attributable to infrastructural and institutional constraints, rather than a lack of perceived utility. Institutional policy should prioritise investment in digital infrastructure and develop targeted capacity-building programmes to support OER integration and creation. Further research should explore discipline-specific adoption patterns. Open Educational Resources, higher education, digital divide, educational technology, Burkina Faso, faculty perceptions This paper provides the first nationally representative dataset on OER engagement in Burkina Faso, establishing a benchmark for future policy and research in the francophone African context.
Sawadogo et al. (Thu,) studied this question.