The adoption of Open Educational Resources (OER) holds significant potential for improving access to quality educational materials in African teacher education institutions, thereby contributing to sustainable educational engagement. This mixed-methods study explores the factors influencing OER adoption and strategies to facilitate its sustainable implementation. Guided by the Diffusion of Innovations Theory, the research examines how innovation characteristics, organizational contexts, and user readiness interact to impact OER uptake among educators and administrators. Quantitative data were collected through surveys administered to faculty members in five teacher education institutions in Africa, assessing awareness, perceived benefits, barriers to OER adoption, potential strategies for contextualised creation, adaptation and use of such resources. Qualitative data were gathered via focus group discussions, capturing in-depth perspectives on institutional policies, cultural influences, and resource constraints. Findings reveal a complex interplay of factors, including technological infrastructure, capacity-building needs, and policy support, shaping OER adoption. The results highlight the importance of context-sensitive approaches, including professional development and community-driven content creation, to foster sustained engagement with OER. The study concludes with actionable recommendations for institutional leaders, policymakers, and educators, emphasizing collaborative networks and policy alignment as critical drivers for embedding OER in teacher education curricula. By bridging the gap between innovation and practice, this study contributes to the broader discourse on leveraging OER to achieve equitable, sustainable educational outcomes in Africa.

Keywords: OER Adoption, Sustainable Education, Innovation, Teacher Education.