Abstract:
Purpose – The purpose of this paper is to provide an analysis of ways in which teaching, learning and
research can be demystified in higher institutions of learning (HILs). Over the last decade, HILs around the
world have faced various transformations to adapt to new opportunities for knowledge dissemination and
utilization. Many benefits are gained from implementation of the platform including visibility, status and
increased reputation. Despite the high uptake of institutional repositories (IRs) to guide teaching, learning and
research of higher institutions learning’s digital resources more effectively, little has been written on how IRs
can be used for effective teaching, learning and research in higher institutions of learning.
Design/methodology/approach – Using analytical method, this paper analysed and presented various
thematical issues on IRs in relation to its efficacy, while proposing solutions for its sustainability.
Findings – The paper found that most universities have embraced IRs as an option for increasing their
visibility, status and researchers’ relevance in the knowledge world. It is the conclusion of the study that IRs are
currently recognized as an essential infrastructure to respond to the higher institutions of learning challenges
in the digital world.
Practical implications – This paper provides higher institutions of learning an opportunity to prepare their
IRs to demystify teaching, learning and research. Since IRs will make it possible to access variety of
information at any time whenever required.
Social implications – Knowledge accessibility and utilization bring about social change in the society.
Originality/value – Little has been documented on how IRs can be used for effective teaching, teaching,
learning and research in HILs. This paper provides an analysis of ways in which teaching, learning and
research can be demystified in these institutions. Thus, it contributes new knowledge on demystifying
teaching, learning and research through IRs in HILs.
