Decarbonising Higher Education in the Global South: Assessing the Carbon Mitigation Potential of Open and Distance Learning in Nigeria

Abstract

As global concerns regarding climate change intensify, the environmental impact of 
traditional higher education, characterised by massive paper consumption and daily 
commutes of students and staff, demands urgent attention. This paper explores the 
"green" potential of Open and Distance Learning (ODL) in Nigeria, focusing on the 
National Open University of Nigeria (NOUN) as a case study. By transitioning to a 
digital-first instructional model, ODL inherently reduces carbon emissions associated 
with physical campus operations. This study utilises primary data collected from a 
survey of 157 NOUN students to model the carbon savings achieved through the ODL 
framework. Findings indicate that while traditional campus models require students 
to commute an average of 4.2 days per week, ODL students visit study centres only 
1.8 times per month, resulting in an average of 15 avoided trips per student monthly. 
Based on a Nigerian transport emission factor of 118g of CO₂ per km, this reduction 
prevents approximately 17.7 kg of CO₂ emissions per student each month. 
Furthermore, the research assesses how ODL facilitates Nigeria’s climate goals under 
the 2021 Updated Nationally Determined Contributions (NDC) to the Paris 
Agreement, specifically regarding emission reductions in the transport and forestry 
sectors. The study concludes with recommendations for adopting solar-powered 
study centres to maximise ODL’s environmental benefits. 
Keywords: Green Education, Carbon Footprint, ODL Nigeria, Sustainability, 
Paperless Learning. 
Date of submission: 25th, April 2026; Date of acceptance: 4th July 2026 
Date of publication: 29th July 2026 
url: 
* Lilian Chioma Ugaduh

Citation: Ugaduh, L. C. (2026). Decarbonising Higher Education in the Global South: Assessing the 
Carbon Mitigation Potential of Open and Distance Learning in Nigeria. Multidisciplinary Journal of 
Distance Education Studies, 2026, 3(1), 101 – 115.