Evaluating the effectiveness of diversity, equity, and inclusion (DEI) initiatives in Nigerian university libraries: A systematic review

Abstract

Diversity, equity and inclusion have become central to the credibility, usefulness and social responsibility of academic libraries, yet the effectiveness of diversity, equity, and inclusion (DEI) related interventions in Nigerian university libraries has remained scattered across studies on disability services, assistive technologies, digital collections, accessible buildings, user education, funding and workforce diversity. This systematic review re-examined evidence published between January 2016 and June 2025 in order to determine what initiatives have been implemented, how effectiveness has been reported, what outcomes have been achieved, and what barriers continue to limit inclusive library service delivery. The review followed PRISMA 2020 reporting logic and used a narrative synthesis because the included studies differed widely in design, population, intervention and outcome measurement. Twenty reports met the eligibility criteria, including seventeen empirical studies and three conceptual, policy or practice reports. The strongest and most frequent evidence concerned disability inclusion, particularly assistive technologies, accessible-format resources, physical access and digital services for students with visual, physical or mobility-related disabilities. The literature indicates practical gains in information access, independence, awareness, service use and perceived academic participation where inclusive services are functional, visible and supported. However, the evidence does not yet support strong causal claims because most studies relied on descriptive surveys, small samples, single-site designs or self-reported perceptions, while longitudinal, comparative and outcome-based evaluation was rare. Recurring barriers included inadequate recurrent funding, inaccessible buildings and websites, obsolete or malfunctioning assistive devices, unreliable electricity and connectivity, limited alternative-format collections, weak staff competence, poor user consultation, and fragmented policy implementation. The review concludes that DEI practice in Nigerian university libraries is visible but uneven, with a clear need to move from isolated accommodation toward institution-wide, co-designed and measurable inclusive systems. Thus, the Accessible, Culturally Responsive, Context-Sensitive, Equitable, Sustainable Services for Diversity, Equity, and Inclusion (ACCESS- DEI) framework is proposed as a guide for helping university libraries create services that respond to the different needs of their users. The proposed ACCESS-DEI framework links accountability, co-design, capacity, equitable collections, sustainable systems and continuous assessment as practical foundations for publication, policy and institutional improvement.