Paperless Office Policy Advocacy in Nigerian Educational Institutions: A Catalyst for Organizational Greening and Environmental Sustainability
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About This Presentation
The growing global emphasis on sustainability has highlighted the need for innovative practices that minimize environmental degradation while enhancing organizational efficiency. Within this context, the adoption of paperless office policies has emerged as a critical strategy for promoting organizat...
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International Journal of Advanced Multidisciplinary Research and Educational Development
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
36
Paperless Office Policy Advocacy in Nigerian Educational
Institutions: A Catalyst for Organizational Greening and
Environmental Sustainability
1
WOKOMA, Harcourt Opubo,
2
ENGOYE, Ariwareni Paul Obele
1Department of Business Administration, Faculty of Management Sciences, Federal University Otuoke, Bayelsa State
Nigeria.
[email protected]
+234 7030 816 560
2Faculty of Education, Federal University Otuoke, Bayelsa State Nigeria.
[email protected]
+234 8036658091
Abstract
The growing global emphasis on sustainability has highlighted the need for innovative practices that minimize
environmental degradation while enhancing organizational efficiency. Within this context, the adoption of
paperless office policies has emerged as a critical strategy for promoting organizational greening and
environmental sustainability. This paper reviews the implications of paperless office policy advocacy in
Nigerian educational institutions, situating it as a catalyst for sustainable transformation. Drawing on theoretical
perspectives such as institutional theory, innovation diffusion theory, and the resource-based view, the paper
synthesizes evidence from existing studies to examine how paperless practices influence cost reduction,
efficiency, and ecological responsibility. Findings indicate that while paperless policies significantly reduce
paper waste and carbon footprints, challenges such as poor ICT infrastructure, inadequate digital literacy,
resistance to change, and unreliable electricity supply hinder widespread implementation in Nigerian contexts.
The review argues that effective advocacy, strong leadership, ICT investment, and stakeholder collaboration
are essential to overcoming these barriers. It concludes that paperless office policies are not merely
administrative innovations but strategic instruments for embedding sustainability within educational
institutions. The paper recommends the development of robust policy frameworks, capacity-building programs,
and systematic monitoring mechanisms to support paperless transitions. Ultimately, the study underscores that
paperless policy advocacy, when properly implemented, aligns with Nigeria’s commitment to sustainable
development and the global climate agenda.
Keywords: Paperless office, organizational greening, environmental sustainability, educational
institutions, Nigeria, ICT adoption.
Introduction
The challenge of environmental degradation and
climate change has become a pressing concern across
the globe, with developing nations such as Nigeria
experiencing significant ecological stress due to
deforestation, poor waste management, and high
carbon emissions (Adebayo & Olamide, 2021). In
response, organizations are increasingly adopting
sustainability strategies to reduce environmental
footprints, improve operational efficiency, and align
with global sustainable development goals (United
Nations, 2015). Within this context, the paperless
office policy has emerged as a critical approach to
reducing resource wastage, advancing organizational
greening, and promoting long-term environmental
sustainability.
Educational institutions, particularly universities and
colleges, are knowledge hubs that shape societal
values and practices. Their role in advancing
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
36
Paperless Office Policy Advocacy in Nigerian Educational
Institutions: A Catalyst for Organizational Greening and
Environmental Sustainability
1
WOKOMA, Harcourt Opubo,
2
ENGOYE, Ariwareni Paul Obele
1Department of Business Administration, Faculty of Management Sciences, Federal University Otuoke, Bayelsa State
Nigeria.
[email protected]
+234 7030 816 560
2Faculty of Education, Federal University Otuoke, Bayelsa State Nigeria.
[email protected]
+234 8036658091
Abstract
The growing global emphasis on sustainability has highlighted the need for innovative practices that minimize
environmental degradation while enhancing organizational efficiency. Within this context, the adoption of
paperless office policies has emerged as a critical strategy for promoting organizational greening and
environmental sustainability. This paper reviews the implications of paperless office policy advocacy in
Nigerian educational institutions, situating it as a catalyst for sustainable transformation. Drawing on theoretical
perspectives such as institutional theory, innovation diffusion theory, and the resource-based view, the paper
synthesizes evidence from existing studies to examine how paperless practices influence cost reduction,
efficiency, and ecological responsibility. Findings indicate that while paperless policies significantly reduce
paper waste and carbon footprints, challenges such as poor ICT infrastructure, inadequate digital literacy,
resistance to change, and unreliable electricity supply hinder widespread implementation in Nigerian contexts.
The review argues that effective advocacy, strong leadership, ICT investment, and stakeholder collaboration
are essential to overcoming these barriers. It concludes that paperless office policies are not merely
administrative innovations but strategic instruments for embedding sustainability within educational
institutions. The paper recommends the development of robust policy frameworks, capacity-building programs,
and systematic monitoring mechanisms to support paperless transitions. Ultimately, the study underscores that
paperless policy advocacy, when properly implemented, aligns with Nigeria’s commitment to sustainable
development and the global climate agenda.
Keywords: Paperless office, organizational greening, environmental sustainability, educational
institutions, Nigeria, ICT adoption.
Introduction
The challenge of environmental degradation and
climate change has become a pressing concern across
the globe, with developing nations such as Nigeria
experiencing significant ecological stress due to
deforestation, poor waste management, and high
carbon emissions (Adebayo & Olamide, 2021). In
response, organizations are increasingly adopting
sustainability strategies to reduce environmental
footprints, improve operational efficiency, and align
with global sustainable development goals (United
Nations, 2015). Within this context, the paperless
office policy has emerged as a critical approach to
reducing resource wastage, advancing organizational
greening, and promoting long-term environmental
sustainability.
Educational institutions, particularly universities and
colleges, are knowledge hubs that shape societal
values and practices. Their role in advancing
International Journal of Advanced Multidisciplinary Research and Educational Development
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
37
environmental consciousness is crucial, given their
capacity to integrate sustainability principles into
both pedagogy and administration (Okafor &
Ihejirika, 2020). However, many Nigerian institutions
remain heavily reliant on paper-based administrative
and academic systems, including examinations,
records management, and communication. This
overdependence contributes to excessive paper
consumption, deforestation, and increased costs of
operations (Ogunyemi & Ojo, 2019). Transitioning to
a paperless system offers opportunities to cut costs,
enhance efficiency, and reduce ecological footprints,
thereby supporting Nigeria’s commitment to the
Sustainable Development Goals (SDGs), particularly
Goal 12 on responsible consumption and production
(United Nations, 2015).
Globally, studies have highlighted the positive
implications of paperless systems. For instance,
Yusoff et al. (2018) observed that digital records
management significantly reduces institutional
overheads and environmental waste, while enhancing
service delivery. Similarly, Ngugi and Nyaribo
(2020) demonstrated that paperless adoption in
universities fosters innovation, transparency, and
accountability. In Nigeria, however, the adoption of
digital and paperless frameworks remains slow due to
challenges such as inadequate ICT infrastructure,
weak policy frameworks, and resistance to
organizational change (Eze et al., 2021). These
limitations call for policy advocacy that emphasizes
not only the environmental benefits but also the
economic and managerial advantages of paperless
systems in educational institutions.
The advocacy for paperless office policies is therefore
positioned as both a strategic and operational
necessity. From a strategic standpoint, paperless
practices align institutions with global environmental
standards and demonstrate organizational
commitment to sustainability (Adams & Frost, 2008).
From an operational perspective, they streamline
processes, reduce bureaucratic bottlenecks, and
improve data security and accessibility (Adebayo &
Olamide, 2021). This paper argues that if Nigerian
educational institutions actively adopt and promote
paperless policies, they can become catalysts for
broader societal greening efforts, while
simultaneously achieving greater efficiency and
sustainability in their internal operations.
Thus, the objective of this paper is to examine the
implications of paperless office policy advocacy in
Nigerian educational institutions, with a particular
focus on how such advocacy can serve as a catalyst
for organizational greening and environmental
sustainability. The paper contributes to sustainability
literature by linking policy advocacy with practical
institutional reforms, while offering insights for
policymakers, educational administrators, and
sustainability advocates in Nigeria.
Statement of the Problem
Despite the growing global awareness of
environmental sustainability, Nigerian educational
institutions continue to rely heavily on paper-based
systems for administration, teaching, examinations,
and record management. This reliance not only
generates excessive paper waste but also contributes
indirectly to deforestation, high operational costs, and
inefficiencies in institutional processes (Ogunyemi &
Ojo, 2019). For instance, massive volumes of paper
are consumed annually for student records, memos,
circulars, and teaching materials, creating ecological
and financial burdens that contradict the principles of
sustainable development.
Globally, many universities have begun to adopt
paperless policies, leveraging digital platforms to
improve efficiency, reduce waste, and minimize their
environmental footprint (Yusoff et al., 2018).
However, in Nigeria, the pace of this transition
remains slow. Barriers such as inadequate ICT
infrastructure, poor digital literacy among staff,
resistance to organizational change, and the absence
of strong institutional frameworks continue to hinder
progress (Eze et al., 2021). This lag not only
undermines the nation’s alignment with the United
Nations Sustainable Development Goals (SDGs),
particularly Goal 12 on responsible consumption and
production, but also limits the capacity of educational
institutions to act as exemplars of sustainability for
wider society (United Nations, 2015).
Furthermore, the absence of deliberate policy
advocacy within Nigerian educational institutions
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
37
environmental consciousness is crucial, given their
capacity to integrate sustainability principles into
both pedagogy and administration (Okafor &
Ihejirika, 2020). However, many Nigerian institutions
remain heavily reliant on paper-based administrative
and academic systems, including examinations,
records management, and communication. This
overdependence contributes to excessive paper
consumption, deforestation, and increased costs of
operations (Ogunyemi & Ojo, 2019). Transitioning to
a paperless system offers opportunities to cut costs,
enhance efficiency, and reduce ecological footprints,
thereby supporting Nigeria’s commitment to the
Sustainable Development Goals (SDGs), particularly
Goal 12 on responsible consumption and production
(United Nations, 2015).
Globally, studies have highlighted the positive
implications of paperless systems. For instance,
Yusoff et al. (2018) observed that digital records
management significantly reduces institutional
overheads and environmental waste, while enhancing
service delivery. Similarly, Ngugi and Nyaribo
(2020) demonstrated that paperless adoption in
universities fosters innovation, transparency, and
accountability. In Nigeria, however, the adoption of
digital and paperless frameworks remains slow due to
challenges such as inadequate ICT infrastructure,
weak policy frameworks, and resistance to
organizational change (Eze et al., 2021). These
limitations call for policy advocacy that emphasizes
not only the environmental benefits but also the
economic and managerial advantages of paperless
systems in educational institutions.
The advocacy for paperless office policies is therefore
positioned as both a strategic and operational
necessity. From a strategic standpoint, paperless
practices align institutions with global environmental
standards and demonstrate organizational
commitment to sustainability (Adams & Frost, 2008).
From an operational perspective, they streamline
processes, reduce bureaucratic bottlenecks, and
improve data security and accessibility (Adebayo &
Olamide, 2021). This paper argues that if Nigerian
educational institutions actively adopt and promote
paperless policies, they can become catalysts for
broader societal greening efforts, while
simultaneously achieving greater efficiency and
sustainability in their internal operations.
Thus, the objective of this paper is to examine the
implications of paperless office policy advocacy in
Nigerian educational institutions, with a particular
focus on how such advocacy can serve as a catalyst
for organizational greening and environmental
sustainability. The paper contributes to sustainability
literature by linking policy advocacy with practical
institutional reforms, while offering insights for
policymakers, educational administrators, and
sustainability advocates in Nigeria.
Statement of the Problem
Despite the growing global awareness of
environmental sustainability, Nigerian educational
institutions continue to rely heavily on paper-based
systems for administration, teaching, examinations,
and record management. This reliance not only
generates excessive paper waste but also contributes
indirectly to deforestation, high operational costs, and
inefficiencies in institutional processes (Ogunyemi &
Ojo, 2019). For instance, massive volumes of paper
are consumed annually for student records, memos,
circulars, and teaching materials, creating ecological
and financial burdens that contradict the principles of
sustainable development.
Globally, many universities have begun to adopt
paperless policies, leveraging digital platforms to
improve efficiency, reduce waste, and minimize their
environmental footprint (Yusoff et al., 2018).
However, in Nigeria, the pace of this transition
remains slow. Barriers such as inadequate ICT
infrastructure, poor digital literacy among staff,
resistance to organizational change, and the absence
of strong institutional frameworks continue to hinder
progress (Eze et al., 2021). This lag not only
undermines the nation’s alignment with the United
Nations Sustainable Development Goals (SDGs),
particularly Goal 12 on responsible consumption and
production, but also limits the capacity of educational
institutions to act as exemplars of sustainability for
wider society (United Nations, 2015).
Furthermore, the absence of deliberate policy
advocacy within Nigerian educational institutions
International Journal of Advanced Multidisciplinary Research and Educational Development
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
38
exacerbates the problem. Without clear advocacy and
leadership commitment, the adoption of paperless
systems is perceived as optional rather than strategic,
leading to fragmented initiatives that fail to achieve
significant impact (Adams & Frost, 2008).
Consequently, institutions risk being left behind in
global sustainability discourse, missing opportunities
to reduce costs, improve administrative efficiency,
and contribute meaningfully to environmental
protection.
This situation raises critical questions: Why have
Nigerian educational institutions remained resistant
to paperless policy adoption despite the obvious
benefits? What systemic, organizational, and cultural
barriers hinder this transition? And how can strong
advocacy frameworks be developed to position
paperless policies not just as operational
conveniences, but as catalysts for organizational
greening and environmental sustainability?
Addressing these questions is urgent, as the education
sector plays a pivotal role in shaping societal values
and practices. By failing to lead in the adoption of
sustainable practices such as paperless systems,
Nigerian educational institutions risk undermining
their credibility as agents of social change and
environmental stewardship. Thus, this study seeks to
bridge the gap by examining the policy implications
of paperless office advocacy and its potential to drive
organizational greening and sustainability in Nigerian
higher education.
Objectives of the Study
The main objective of this study is to examine the
implications of paperless office policy advocacy in
Nigerian educational institutions as a catalyst for
organizational greening and environmental
sustainability. Specifically, the study seeks to:
1. Assess the extent to which paperless office policy
advocacy influences organizational greening in
Nigerian educational institutions.
2. Examine the relationship between paperless
practices and environmental sustainability within the
education sector.
3. Identify the challenges hindering the adoption of
paperless systems in Nigerian educational
institutions.
4. Explore strategies for strengthening policy
advocacy that promotes paperless systems as a tool
for sustainability.
Research Questions
Based on the stated objectives, the study seeks to
provide answers to the following questions:
1. To what extent does paperless office policy
advocacy influence organizational greening in
Nigerian educational institutions?
2. What is the relationship between paperless
practices and environmental sustainability in
Nigerian educational institutions?
3. What challenges hinder the adoption of paperless
systems in Nigerian educational institutions?
4. What strategies can enhance policy advocacy for
paperless systems as a driver of sustainability?
Literature Review
Concept of Paperless Office
The idea of a “paperless office” emerged in the 1970s
with the advent of digital technologies and has since
evolved into a sustainability-driven practice (Sellen
& Harper, 2002). A paperless office refers to the
reduction or elimination of paper in organizational
processes through the use of digital documentation,
cloud storage, electronic communication, and e-
signatures (Alemu, 2019). Beyond efficiency, the
paperless office is increasingly seen as an eco-
innovation that reduces deforestation, waste
generation, and organizational costs (Chugh, 2015).
Paperless Policy Advocacy in Educational
Institutions
Educational institutions play a central role in shaping
sustainability values. Research shows that schools
and universities consume significant amounts of
paper due to administrative, instructional, and
examination processes (Owolabi & Akinola, 2020).
Paperless policies in education, such as the adoption
of Learning Management Systems (LMS), digital
exams, and e-library systems, foster eco-
consciousness and reduce institutional carbon
footprints (Adegbite & Oni, 2021). According to
Ngugi and Nyaribo (2020), advocacy is critical, as
successful adoption depends not only on technology
availability but also on awareness, policy
enforcement, and stakeholder buy-in.
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
38
exacerbates the problem. Without clear advocacy and
leadership commitment, the adoption of paperless
systems is perceived as optional rather than strategic,
leading to fragmented initiatives that fail to achieve
significant impact (Adams & Frost, 2008).
Consequently, institutions risk being left behind in
global sustainability discourse, missing opportunities
to reduce costs, improve administrative efficiency,
and contribute meaningfully to environmental
protection.
This situation raises critical questions: Why have
Nigerian educational institutions remained resistant
to paperless policy adoption despite the obvious
benefits? What systemic, organizational, and cultural
barriers hinder this transition? And how can strong
advocacy frameworks be developed to position
paperless policies not just as operational
conveniences, but as catalysts for organizational
greening and environmental sustainability?
Addressing these questions is urgent, as the education
sector plays a pivotal role in shaping societal values
and practices. By failing to lead in the adoption of
sustainable practices such as paperless systems,
Nigerian educational institutions risk undermining
their credibility as agents of social change and
environmental stewardship. Thus, this study seeks to
bridge the gap by examining the policy implications
of paperless office advocacy and its potential to drive
organizational greening and sustainability in Nigerian
higher education.
Objectives of the Study
The main objective of this study is to examine the
implications of paperless office policy advocacy in
Nigerian educational institutions as a catalyst for
organizational greening and environmental
sustainability. Specifically, the study seeks to:
1. Assess the extent to which paperless office policy
advocacy influences organizational greening in
Nigerian educational institutions.
2. Examine the relationship between paperless
practices and environmental sustainability within the
education sector.
3. Identify the challenges hindering the adoption of
paperless systems in Nigerian educational
institutions.
4. Explore strategies for strengthening policy
advocacy that promotes paperless systems as a tool
for sustainability.
Research Questions
Based on the stated objectives, the study seeks to
provide answers to the following questions:
1. To what extent does paperless office policy
advocacy influence organizational greening in
Nigerian educational institutions?
2. What is the relationship between paperless
practices and environmental sustainability in
Nigerian educational institutions?
3. What challenges hinder the adoption of paperless
systems in Nigerian educational institutions?
4. What strategies can enhance policy advocacy for
paperless systems as a driver of sustainability?
Literature Review
Concept of Paperless Office
The idea of a “paperless office” emerged in the 1970s
with the advent of digital technologies and has since
evolved into a sustainability-driven practice (Sellen
& Harper, 2002). A paperless office refers to the
reduction or elimination of paper in organizational
processes through the use of digital documentation,
cloud storage, electronic communication, and e-
signatures (Alemu, 2019). Beyond efficiency, the
paperless office is increasingly seen as an eco-
innovation that reduces deforestation, waste
generation, and organizational costs (Chugh, 2015).
Paperless Policy Advocacy in Educational
Institutions
Educational institutions play a central role in shaping
sustainability values. Research shows that schools
and universities consume significant amounts of
paper due to administrative, instructional, and
examination processes (Owolabi & Akinola, 2020).
Paperless policies in education, such as the adoption
of Learning Management Systems (LMS), digital
exams, and e-library systems, foster eco-
consciousness and reduce institutional carbon
footprints (Adegbite & Oni, 2021). According to
Ngugi and Nyaribo (2020), advocacy is critical, as
successful adoption depends not only on technology
availability but also on awareness, policy
enforcement, and stakeholder buy-in.
International Journal of Advanced Multidisciplinary Research and Educational Development
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
39
Paperless Systems and Organizational Greening
Organizational greening refers to embedding eco-
friendly practices into institutional systems and
culture (Shrivastava, 1995). Paperless systems
support greening by promoting responsible resource
consumption, energy savings, and waste reduction.
Yusoff et al. (2018) found that digital documentation
reduces printing and storage costs while improving
operational transparency. Similarly, Elshaer and
Azazz (2021) argue that paperless practices
contribute to green organizational culture, where
sustainability becomes an institutional value rather
than an afterthought.
Environmental Sustainability and the Role of
Digitalization
Environmental sustainability focuses on balancing
economic growth with ecological preservation
(WCED, 1987). Digitalization, including paperless
policies, offers pathways for reducing organizations’
ecological footprints. According to Ojo and Adebayo
(2019), adopting ICT-enabled sustainability practices
reduces reliance on physical infrastructure, thus
mitigating deforestation and carbon emissions. In
higher education, digital record-keeping, e-learning
platforms, and e-administration provide scalable
alternatives to traditional paper-intensive methods
(Ismail & Yusuf, 2020).
Challenges to Paperless Office Adoption in
Nigeria
Despite the benefits, Nigerian institutions face several
barriers to paperless office adoption. These include
inadequate ICT infrastructure, unreliable power
supply, poor internet connectivity, and resistance to
change (Adeniji et al., 2020). Moreover, regulatory
frameworks and policy inconsistencies often slow
down implementation (Eze & Nwankwo, 2019).
Cultural factors, such as preference for hardcopy
documentation for credibility, also hinder progress.
Advocacy and leadership commitment, therefore,
remain essential for overcoming these barriers
(Adeyemi, 2021).
Theoretical Underpinning: Institutional Theory
and Green HRM
Institutional theory posits that organizations adopt
new practices in response to external pressures such
as regulations, cultural norms, and stakeholder
expectations (DiMaggio & Powell, 1983). Paperless
office adoption in Nigerian educational institutions
reflects normative (professional standards), coercive
(regulatory requirements), and mimetic
(benchmarking) pressures. Additionally, Green
Human Resource Management (GHRM) frameworks
highlight how training, awareness, and employee
involvement in eco-practices drive successful policy
adoption (Renwick, Redman, & Maguire, 2013).
Empirical Review
Several empirical studies have examined paperless
policy adoption, electronic examinations, and digital
records management particularly within educational
institutions and public organizations.
First, the role of ICT support in enabling paperless
environments has been highlighted. AbdulKareem
(2020) found that ICT capability and management
commitment are critical for reducing paper use in
Nigerian public universities. Similarly, Adeyemi et
al. (2018) reported that despite partial digital
adoption, hardcopy records still dominate in Nigerian
HEIs, creating duplication and inefficiencies.
Electronic examination platforms represent another
area of paperless implementation. A case study at the
National Open University of Nigeria (NOUN)
showed that e-exams reduce paper consumption and
improve efficiency, though staff training and
technical challenges remain significant (IJIET, 2021).
In a broader evaluation, Al-Hakeem and
Abdulrahman (2017) confirmed that e-exams yield
cost and time savings while minimizing paper-related
logistics. More recently, an international rollout of
digital exam pads showed substantial reductions in
exam-related paper waste, though institutions faced
challenges with costs and adoption (Times of India,
2025).
Electronic records management has also been
empirically assessed. Studies of university libraries in
Nigeria reveal progress toward digital records but
persistent gaps in policy, metadata standards, and
staff training (Otuza, 2015). Pan-African cases
similarly show that digital records improve efficiency
and retrieval while reducing paper, provided
governance frameworks are in place (Ngulube, 2019).
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
39
Paperless Systems and Organizational Greening
Organizational greening refers to embedding eco-
friendly practices into institutional systems and
culture (Shrivastava, 1995). Paperless systems
support greening by promoting responsible resource
consumption, energy savings, and waste reduction.
Yusoff et al. (2018) found that digital documentation
reduces printing and storage costs while improving
operational transparency. Similarly, Elshaer and
Azazz (2021) argue that paperless practices
contribute to green organizational culture, where
sustainability becomes an institutional value rather
than an afterthought.
Environmental Sustainability and the Role of
Digitalization
Environmental sustainability focuses on balancing
economic growth with ecological preservation
(WCED, 1987). Digitalization, including paperless
policies, offers pathways for reducing organizations’
ecological footprints. According to Ojo and Adebayo
(2019), adopting ICT-enabled sustainability practices
reduces reliance on physical infrastructure, thus
mitigating deforestation and carbon emissions. In
higher education, digital record-keeping, e-learning
platforms, and e-administration provide scalable
alternatives to traditional paper-intensive methods
(Ismail & Yusuf, 2020).
Challenges to Paperless Office Adoption in
Nigeria
Despite the benefits, Nigerian institutions face several
barriers to paperless office adoption. These include
inadequate ICT infrastructure, unreliable power
supply, poor internet connectivity, and resistance to
change (Adeniji et al., 2020). Moreover, regulatory
frameworks and policy inconsistencies often slow
down implementation (Eze & Nwankwo, 2019).
Cultural factors, such as preference for hardcopy
documentation for credibility, also hinder progress.
Advocacy and leadership commitment, therefore,
remain essential for overcoming these barriers
(Adeyemi, 2021).
Theoretical Underpinning: Institutional Theory
and Green HRM
Institutional theory posits that organizations adopt
new practices in response to external pressures such
as regulations, cultural norms, and stakeholder
expectations (DiMaggio & Powell, 1983). Paperless
office adoption in Nigerian educational institutions
reflects normative (professional standards), coercive
(regulatory requirements), and mimetic
(benchmarking) pressures. Additionally, Green
Human Resource Management (GHRM) frameworks
highlight how training, awareness, and employee
involvement in eco-practices drive successful policy
adoption (Renwick, Redman, & Maguire, 2013).
Empirical Review
Several empirical studies have examined paperless
policy adoption, electronic examinations, and digital
records management particularly within educational
institutions and public organizations.
First, the role of ICT support in enabling paperless
environments has been highlighted. AbdulKareem
(2020) found that ICT capability and management
commitment are critical for reducing paper use in
Nigerian public universities. Similarly, Adeyemi et
al. (2018) reported that despite partial digital
adoption, hardcopy records still dominate in Nigerian
HEIs, creating duplication and inefficiencies.
Electronic examination platforms represent another
area of paperless implementation. A case study at the
National Open University of Nigeria (NOUN)
showed that e-exams reduce paper consumption and
improve efficiency, though staff training and
technical challenges remain significant (IJIET, 2021).
In a broader evaluation, Al-Hakeem and
Abdulrahman (2017) confirmed that e-exams yield
cost and time savings while minimizing paper-related
logistics. More recently, an international rollout of
digital exam pads showed substantial reductions in
exam-related paper waste, though institutions faced
challenges with costs and adoption (Times of India,
2025).
Electronic records management has also been
empirically assessed. Studies of university libraries in
Nigeria reveal progress toward digital records but
persistent gaps in policy, metadata standards, and
staff training (Otuza, 2015). Pan-African cases
similarly show that digital records improve efficiency
and retrieval while reducing paper, provided
governance frameworks are in place (Ngulube, 2019).
International Journal of Advanced Multidisciplinary Research and Educational Development
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
40
Organizational-level studies link paperless practices
with sustainability outcomes. Yousufi (2023)
demonstrated that paperless processes lower printing
costs, improve turnaround times, and reduce carbon
footprints. A South African case study further showed
tangible benefits of going paperless in the justice
sector, though training and policy clarity were
prerequisites (Mokgopo, 2016).
The mediating role of culture and advocacy is also
significant. A recent study confirmed that pro-
environmental culture and leadership amplify the
sustainability impact of paperless policies in HEIs
(Hussain et al., 2024). Similarly, evidence from
UNNES (Indonesia) revealed that paperless policies
integrated with internal audit systems improved
environmental performance indicators (Susanto,
2023). In East Africa, digital transformation toward
fully paperless systems was accelerated by COVID-
19, yielding efficiency and accessibility benefits but
constrained by infrastructure (Kayiwa, 2025).
Overall, Nigerian evidence highlights persistent
barriers such as inadequate ICT infrastructure, erratic
electricity, and cultural preferences for hardcopy
“legitimacy” (AbdulKareem, 2020; Adeyemi et al.,
2018; Otuza, 2015). These findings suggest that
without targeted advocacy, training, and governance
reforms, paperless transitions in Nigerian Higher
Educational Institutions may remain partial. Owolabi
and Oluwatayo (2020) examined the adoption of
paperless technologies in universities and discovered
that the introduction of electronic document
management systems significantly reduced the cost of
paper procurement and waste disposal. Their findings
suggest that policy-driven adoption of digital systems
fosters both cost efficiency and environmental
sustainability. Similarly, Eze et al. (2021) conducted
a survey among tertiary institutions in South-East
Nigeria, finding that electronic record-keeping and
online communication platforms directly improved
resource efficiency while reducing paper-based
administrative bottlenecks. However, they noted that
infrastructural limitations such as unstable electricity
and inadequate ICT facilities limited full-scale
adoption.
Outside Nigeria, Ali and Ahmad (2020) studied
Malaysian universities and found that green ICT
adoption—especially policies promoting paperless
administrative systems—had a statistically
significant positive effect on organizational
sustainability. Their findings emphasized the
mediating role of leadership commitment in ensuring
successful implementation. In South Africa,
Ngwenya and Molefe (2021) assessed the integration
of paperless policies in teacher training colleges.
Their results showed that paperless systems not only
improved environmental outcomes but also enhanced
collaboration and accessibility of learning resources.
Nevertheless, digital inequality among staff and
students remained a barrier to widespread success.
At the global level, Zainudin et al. (2022) revealed
that higher education institutions that integrated e-
learning platforms and digital libraries experienced
reductions in institutional carbon footprints, aligning
with global Sustainable Development Goals (SDGs).
This study confirmed that policy frameworks play a
catalytic role in scaling paperless initiatives.
Collectively, these empirical studies demonstrate that
paperless office policy advocacy holds strong
potential as a catalyst for organizational greening and
environmental sustainability in educational
institutions. However, they also highlight persistent
challenges such as infrastructural deficits, digital
literacy gaps, and inconsistent policy enforcement in
the Nigerian context.
Theoretical Framework
The theoretical underpinning of this paperless office
policy advocacy is grounded in organizational,
environmental, and technological adoption theories
that explain how institutions embrace innovation to
enhance sustainability outcomes. Several theories
provide useful lenses for this discourse:
Institutional Theory
Institutional theory posits that organizations adopt
new practices and policies in response to institutional
pressures—coercive (regulations), normative
(professional standards), and mimetic (imitating
successful peers) (DiMaggio & Powell, 1983).
Within the Nigerian educational context, the adoption
of paperless policies may stem from regulatory
pushes toward sustainable practices, professional
demands for efficient digital administration, and the
need to align with global green standards. This
framework helps explain why institutions embrace
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
40
Organizational-level studies link paperless practices
with sustainability outcomes. Yousufi (2023)
demonstrated that paperless processes lower printing
costs, improve turnaround times, and reduce carbon
footprints. A South African case study further showed
tangible benefits of going paperless in the justice
sector, though training and policy clarity were
prerequisites (Mokgopo, 2016).
The mediating role of culture and advocacy is also
significant. A recent study confirmed that pro-
environmental culture and leadership amplify the
sustainability impact of paperless policies in HEIs
(Hussain et al., 2024). Similarly, evidence from
UNNES (Indonesia) revealed that paperless policies
integrated with internal audit systems improved
environmental performance indicators (Susanto,
2023). In East Africa, digital transformation toward
fully paperless systems was accelerated by COVID-
19, yielding efficiency and accessibility benefits but
constrained by infrastructure (Kayiwa, 2025).
Overall, Nigerian evidence highlights persistent
barriers such as inadequate ICT infrastructure, erratic
electricity, and cultural preferences for hardcopy
“legitimacy” (AbdulKareem, 2020; Adeyemi et al.,
2018; Otuza, 2015). These findings suggest that
without targeted advocacy, training, and governance
reforms, paperless transitions in Nigerian Higher
Educational Institutions may remain partial. Owolabi
and Oluwatayo (2020) examined the adoption of
paperless technologies in universities and discovered
that the introduction of electronic document
management systems significantly reduced the cost of
paper procurement and waste disposal. Their findings
suggest that policy-driven adoption of digital systems
fosters both cost efficiency and environmental
sustainability. Similarly, Eze et al. (2021) conducted
a survey among tertiary institutions in South-East
Nigeria, finding that electronic record-keeping and
online communication platforms directly improved
resource efficiency while reducing paper-based
administrative bottlenecks. However, they noted that
infrastructural limitations such as unstable electricity
and inadequate ICT facilities limited full-scale
adoption.
Outside Nigeria, Ali and Ahmad (2020) studied
Malaysian universities and found that green ICT
adoption—especially policies promoting paperless
administrative systems—had a statistically
significant positive effect on organizational
sustainability. Their findings emphasized the
mediating role of leadership commitment in ensuring
successful implementation. In South Africa,
Ngwenya and Molefe (2021) assessed the integration
of paperless policies in teacher training colleges.
Their results showed that paperless systems not only
improved environmental outcomes but also enhanced
collaboration and accessibility of learning resources.
Nevertheless, digital inequality among staff and
students remained a barrier to widespread success.
At the global level, Zainudin et al. (2022) revealed
that higher education institutions that integrated e-
learning platforms and digital libraries experienced
reductions in institutional carbon footprints, aligning
with global Sustainable Development Goals (SDGs).
This study confirmed that policy frameworks play a
catalytic role in scaling paperless initiatives.
Collectively, these empirical studies demonstrate that
paperless office policy advocacy holds strong
potential as a catalyst for organizational greening and
environmental sustainability in educational
institutions. However, they also highlight persistent
challenges such as infrastructural deficits, digital
literacy gaps, and inconsistent policy enforcement in
the Nigerian context.
Theoretical Framework
The theoretical underpinning of this paperless office
policy advocacy is grounded in organizational,
environmental, and technological adoption theories
that explain how institutions embrace innovation to
enhance sustainability outcomes. Several theories
provide useful lenses for this discourse:
Institutional Theory
Institutional theory posits that organizations adopt
new practices and policies in response to institutional
pressures—coercive (regulations), normative
(professional standards), and mimetic (imitating
successful peers) (DiMaggio & Powell, 1983).
Within the Nigerian educational context, the adoption
of paperless policies may stem from regulatory
pushes toward sustainable practices, professional
demands for efficient digital administration, and the
need to align with global green standards. This
framework helps explain why institutions embrace
International Journal of Advanced Multidisciplinary Research and Educational Development
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
41
paperless office systems even when they face
resource and infrastructural limitations.
Resource-Based View (RBV)
The Resource-Based View (RBV) asserts that
organizations achieve sustained competitive
advantage by leveraging unique resources and
capabilities (Barney, 1991). In this context, digital
infrastructures (e.g., e-learning platforms, electronic
document management systems, and cloud
computing) serve as strategic resources that can drive
efficiency, reduce costs, and promote sustainability.
Educational institutions that effectively implement
paperless policies develop unique capabilities in
green administration, positioning themselves ahead
of less innovative peers.
Technology Acceptance Model (TAM)
The Technology Acceptance Model (TAM),
developed by Davis (1989), explains how users come
to accept and use new technologies. It highlights
perceived usefulness and perceived ease of use as
primary factors influencing adoption. For paperless
policy implementation in educational institutions,
staff and students are more likely to embrace digital
systems if they perceive them as efficient, reliable,
and user-friendly. TAM therefore provides insights
into the behavioral dimension of adopting a paperless
office.
Green Theory
Green Theory, as applied in environmental
sustainability discourse, emphasizes the integration
of ecological consciousness into organizational
policies and practices (Eckersley, 2004). This theory
underlines the moral and ecological responsibility of
institutions to reduce waste, conserve resources, and
adopt eco-friendly innovations. Applying Green
Theory, the paperless office policy becomes more
than an administrative tool; it is an ethical and
environmental imperative for educational institutions
in Nigeria to mitigate paper waste, conserve forests,
and contribute to climate change reduction.
Synthesis of Theories
Taken together, these frameworks provide a holistic
understanding of paperless office advocacy in
Nigeria’s educational institutions. Institutional theory
explains the external and societal pressures that drive
adoption; RBV highlights the competitive advantage
of developing digital capabilities; TAM explains user
acceptance and utilization; while Green Theory
emphasizes the environmental imperative.
Collectively, they justify the advocacy for paperless
office systems as a pathway to organizational
greening and environmental sustainability.
Methodology
Research Design
This paper employed a systematic review approach
aimed at synthesizing existing evidence on paperless
office policy advocacy and its implications for
organizational greening and environmental
sustainability in educational institutions. A
systematic review is particularly appropriate for this
study because it enables the integration of findings
from diverse sources, providing a comprehensive
understanding of the topic without primary data
collection (Tranfield, Denyer, & Smart, 2003;
Snyder, 2019).
Sources of Data
Secondary data formed the basis of this study. Peer-
reviewed journal articles, policy documents,
conference proceedings, theses, and reports from
credible organizations such as the United Nations
Educational, Scientific and Cultural Organization
(UNESCO) and the United Nations Environment
Programme (UNEP) were reviewed. The literature
covered the period between 2000 and 2025, ensuring
a balance between foundational works and
contemporary research (Boell & Cecez-Kecmanovic,
2015).
The extracted data were analyzed using a narrative
synthesis approach, which integrates findings across
studies to identify common themes, contradictions,
and gaps (Pope, Mays, & Popay, 2007; Snyder,
2019). This enabled a holistic understanding of the
paperless office concept as it relates to educational
institutions in Nigeria.
Discussion
The findings from this review highlight that paperless
office policy advocacy has significant implications
for advancing organizational greening and promoting
environmental sustainability in Nigerian educational
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
41
paperless office systems even when they face
resource and infrastructural limitations.
Resource-Based View (RBV)
The Resource-Based View (RBV) asserts that
organizations achieve sustained competitive
advantage by leveraging unique resources and
capabilities (Barney, 1991). In this context, digital
infrastructures (e.g., e-learning platforms, electronic
document management systems, and cloud
computing) serve as strategic resources that can drive
efficiency, reduce costs, and promote sustainability.
Educational institutions that effectively implement
paperless policies develop unique capabilities in
green administration, positioning themselves ahead
of less innovative peers.
Technology Acceptance Model (TAM)
The Technology Acceptance Model (TAM),
developed by Davis (1989), explains how users come
to accept and use new technologies. It highlights
perceived usefulness and perceived ease of use as
primary factors influencing adoption. For paperless
policy implementation in educational institutions,
staff and students are more likely to embrace digital
systems if they perceive them as efficient, reliable,
and user-friendly. TAM therefore provides insights
into the behavioral dimension of adopting a paperless
office.
Green Theory
Green Theory, as applied in environmental
sustainability discourse, emphasizes the integration
of ecological consciousness into organizational
policies and practices (Eckersley, 2004). This theory
underlines the moral and ecological responsibility of
institutions to reduce waste, conserve resources, and
adopt eco-friendly innovations. Applying Green
Theory, the paperless office policy becomes more
than an administrative tool; it is an ethical and
environmental imperative for educational institutions
in Nigeria to mitigate paper waste, conserve forests,
and contribute to climate change reduction.
Synthesis of Theories
Taken together, these frameworks provide a holistic
understanding of paperless office advocacy in
Nigeria’s educational institutions. Institutional theory
explains the external and societal pressures that drive
adoption; RBV highlights the competitive advantage
of developing digital capabilities; TAM explains user
acceptance and utilization; while Green Theory
emphasizes the environmental imperative.
Collectively, they justify the advocacy for paperless
office systems as a pathway to organizational
greening and environmental sustainability.
Methodology
Research Design
This paper employed a systematic review approach
aimed at synthesizing existing evidence on paperless
office policy advocacy and its implications for
organizational greening and environmental
sustainability in educational institutions. A
systematic review is particularly appropriate for this
study because it enables the integration of findings
from diverse sources, providing a comprehensive
understanding of the topic without primary data
collection (Tranfield, Denyer, & Smart, 2003;
Snyder, 2019).
Sources of Data
Secondary data formed the basis of this study. Peer-
reviewed journal articles, policy documents,
conference proceedings, theses, and reports from
credible organizations such as the United Nations
Educational, Scientific and Cultural Organization
(UNESCO) and the United Nations Environment
Programme (UNEP) were reviewed. The literature
covered the period between 2000 and 2025, ensuring
a balance between foundational works and
contemporary research (Boell & Cecez-Kecmanovic,
2015).
The extracted data were analyzed using a narrative
synthesis approach, which integrates findings across
studies to identify common themes, contradictions,
and gaps (Pope, Mays, & Popay, 2007; Snyder,
2019). This enabled a holistic understanding of the
paperless office concept as it relates to educational
institutions in Nigeria.
Discussion
The findings from this review highlight that paperless
office policy advocacy has significant implications
for advancing organizational greening and promoting
environmental sustainability in Nigerian educational
International Journal of Advanced Multidisciplinary Research and Educational Development
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
42
institutions. Across the reviewed studies, three broad
themes emerged: drivers of adoption, barriers to
implementation, and sustainability outcomes.
Drivers of Paperless Office Adoption
The adoption of paperless office policies in
educational institutions is often driven by a
combination of economic, environmental, and social
factors. From an economic perspective, institutions
seek to reduce the cost of procuring, storing, and
managing paper documents, which can consume up
to 15% of annual budgets in administrative processes
(Chugh & Grandhi, 2013). Environmentally,
advocacy for digital transformation aligns with global
sustainability goals such as the United Nations
Sustainable Development Goals (SDGs), particularly
Goal 12 (responsible consumption and production)
and Goal 13 (climate action) (United Nations, 2015).
Socially, paperless policies promote efficiency,
accountability, and transparency in academic
administration (Ololube, 2016).
Barriers to Implementation
Despite these benefits, numerous challenges hinder
the effective implementation of paperless policies in
Nigeria. Key barriers include inadequate digital
infrastructure, unreliable electricity supply, resistance
to organizational change, and low digital literacy
among staff (Okebukola, 2020; Eze, Chinedu-Eze, &
Bello, 2018). For instance, while developed countries
are increasingly integrating e-documents, e-libraries,
and cloud-based platforms, many Nigerian
institutions still struggle with inconsistent internet
connectivity and lack of staff training (Oye, Iahad, &
Rahim, 2011). This creates a gap between advocacy
and actual practice.
Sustainability Outcomes
The literature consistently supports the view that
implementing paperless office policies contributes
positively to **organizational greening and
environmental sustainability**. Reduction in paper
consumption directly lowers deforestation and
associated carbon emissions, while digital processes
enhance energy efficiency by reducing reliance on
physical storage and logistics (Rekik, Boukadi, &
Ben Ghezala, 2019). In the context of Nigerian
educational institutions, adopting digital workflows
also encourages students and staff to cultivate eco-
conscious behaviors, thus reinforcing green
organizational culture (Adebayo & Akinsanya,
2021).
Implications for Educational Institutions in
Nigeria
The evidence suggests that while advocacy for
paperless office policies has gained momentum,
successful implementation requires structural reforms
and leadership commitment. Specifically,
institutional leaders must:
1. Invest in digital infrastructure and ICT capacity-
building programs.
2. Promote awareness campaigns to reduce resistance
to change.
3. Develop policies that integrate paperless systems
with broader sustainability strategies.
Moreover, advocacy efforts should not only focus on
cost reduction but also emphasize the long-term
environmental and cultural benefits of greening
educational institutions. This perspective aligns with
institutional theory, which argues that organizational
practices are shaped by societal expectations and
pressures to conform to sustainability standards
(DiMaggio & Powell, 1983).
Conclusion
This review has examined the implications of
paperless office policy advocacy in Nigerian
educational institutions as a catalyst for
organizational greening and environmental
sustainability. The findings demonstrate that while
paperless practices hold significant promise in
reducing environmental footprints, cutting costs, and
promoting eco-friendly cultures, their adoption
within Nigerian institutions remains slow and
fragmented.
The reviewed literature shows that paperless office
policies contribute positively to organizational
sustainability by reducing paper consumption,
lowering carbon emissions, and fostering green
organizational culture. However, barriers such as
inadequate infrastructure, resistance to change,
limited ICT literacy, and poor electricity supply
continue to impede large-scale adoption. From a
theoretical standpoint, **institutional theory and
innovation diffusion theory explain the dual forces of
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
42
institutions. Across the reviewed studies, three broad
themes emerged: drivers of adoption, barriers to
implementation, and sustainability outcomes.
Drivers of Paperless Office Adoption
The adoption of paperless office policies in
educational institutions is often driven by a
combination of economic, environmental, and social
factors. From an economic perspective, institutions
seek to reduce the cost of procuring, storing, and
managing paper documents, which can consume up
to 15% of annual budgets in administrative processes
(Chugh & Grandhi, 2013). Environmentally,
advocacy for digital transformation aligns with global
sustainability goals such as the United Nations
Sustainable Development Goals (SDGs), particularly
Goal 12 (responsible consumption and production)
and Goal 13 (climate action) (United Nations, 2015).
Socially, paperless policies promote efficiency,
accountability, and transparency in academic
administration (Ololube, 2016).
Barriers to Implementation
Despite these benefits, numerous challenges hinder
the effective implementation of paperless policies in
Nigeria. Key barriers include inadequate digital
infrastructure, unreliable electricity supply, resistance
to organizational change, and low digital literacy
among staff (Okebukola, 2020; Eze, Chinedu-Eze, &
Bello, 2018). For instance, while developed countries
are increasingly integrating e-documents, e-libraries,
and cloud-based platforms, many Nigerian
institutions still struggle with inconsistent internet
connectivity and lack of staff training (Oye, Iahad, &
Rahim, 2011). This creates a gap between advocacy
and actual practice.
Sustainability Outcomes
The literature consistently supports the view that
implementing paperless office policies contributes
positively to **organizational greening and
environmental sustainability**. Reduction in paper
consumption directly lowers deforestation and
associated carbon emissions, while digital processes
enhance energy efficiency by reducing reliance on
physical storage and logistics (Rekik, Boukadi, &
Ben Ghezala, 2019). In the context of Nigerian
educational institutions, adopting digital workflows
also encourages students and staff to cultivate eco-
conscious behaviors, thus reinforcing green
organizational culture (Adebayo & Akinsanya,
2021).
Implications for Educational Institutions in
Nigeria
The evidence suggests that while advocacy for
paperless office policies has gained momentum,
successful implementation requires structural reforms
and leadership commitment. Specifically,
institutional leaders must:
1. Invest in digital infrastructure and ICT capacity-
building programs.
2. Promote awareness campaigns to reduce resistance
to change.
3. Develop policies that integrate paperless systems
with broader sustainability strategies.
Moreover, advocacy efforts should not only focus on
cost reduction but also emphasize the long-term
environmental and cultural benefits of greening
educational institutions. This perspective aligns with
institutional theory, which argues that organizational
practices are shaped by societal expectations and
pressures to conform to sustainability standards
(DiMaggio & Powell, 1983).
Conclusion
This review has examined the implications of
paperless office policy advocacy in Nigerian
educational institutions as a catalyst for
organizational greening and environmental
sustainability. The findings demonstrate that while
paperless practices hold significant promise in
reducing environmental footprints, cutting costs, and
promoting eco-friendly cultures, their adoption
within Nigerian institutions remains slow and
fragmented.
The reviewed literature shows that paperless office
policies contribute positively to organizational
sustainability by reducing paper consumption,
lowering carbon emissions, and fostering green
organizational culture. However, barriers such as
inadequate infrastructure, resistance to change,
limited ICT literacy, and poor electricity supply
continue to impede large-scale adoption. From a
theoretical standpoint, **institutional theory and
innovation diffusion theory explain the dual forces of
International Journal of Advanced Multidisciplinary Research and Educational Development
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
43
societal pressure and internal readiness shaping
adoption.
Overall, paperless office advocacy in Nigerian
educational institutions represents not merely a cost-
saving measure but a transformational strategy for
sustainable development. When strategically
implemented, it aligns with the global climate agenda
and the United Nations Sustainable Development
Goals (SDGs), particularly goals on responsible
consumption and environmental protection.
Recommendations
Based on the insights of this review, the following
recommendations are proposed:
1. Policy Development and Enforcement
Educational institutions in Nigeria should design and
enforce clear paperless office policies that define
measurable targets for reducing paper usage.
Government agencies like the Federal Ministry of
Education should integrate such policies into national
sustainability frameworks.
2. Investment in ICT Infrastructure
Institutions must invest in reliable internet access,
digital storage systems, and power supply solutions
(such as solar energy) to enable effective adoption of
paperless practices.
3. Capacity Building and Awareness Campaigns
Regular training workshops should be organized to
improve digital literacy among staff and students.
Awareness campaigns must emphasize the
environmental and organizational benefits of
reducing paper dependence.
4. Leadership and Change Management
Institutional leaders should champion the transition
to paperless systems by creating an inclusive,
participative culture that reduces resistance to change
and encourages innovation.
5. Collaboration with Stakeholders
Educational institutions should partner with
technology providers, government agencies, and
NGOs to implement sustainable ICT solutions and
leverage external support for greening initiatives.
6. Monitoring and Evaluation
Establish performance indicators to track progress
in reducing paper consumption and improving
environmental outcomes. This should be linked to
broader sustainability reporting practices.
In conclusion, adopting paperless office policies in
Nigerian educational institutions is not only feasible
but urgent in the face of climate change and
environmental degradation. By bridging the gaps in
infrastructure, capacity, and leadership, educational
institutions can serve as models of organizational
greening and contribute meaningfully to a sustainable
future.
References
AbdulKareem, A. K. (2020). E-Government, ICT
support and paperless environment in Nigerian public
universities: Issues and challenges. Journal of
Technology Management and Business, 7(1), 1–12.
Adams, C. A., & Frost, G. R. (2008). Integrating
sustainability reporting into management practices.
Accounting Forum, 32(4), 288–302.
https://doi.org/10.1016/j.accfor.2008.05.002
Adebayo, O. S., & Akinsanya, B. (2021). Digital
transformation and sustainability in Nigerian higher
education institutions. *African Journal of
Educational Management, 19*(2), 55–70.
Adebayo, T. S., & Olamide, O. (2021). Digital
transformation and sustainable development:
Exploring the role of paperless office in emerging
economies. Journal of Sustainable Development in
Africa, 23(4), 45–59.
Adegbite, A., & Oni, T. (2021). Digitalization and
sustainability practices in higher education: Evidence
from Nigeria. African Journal of Education and
Technology, 11 (2), 55–68.
Adeniji, A., Salau, O. P., & Ogueyungbo, O. (2020).
Barriers to ICT adoption in Nigerian universities:
Implications for paperless administration. *Journal of
African Management Studies, 8 (3), 210–227.
Adeyemi, B. (2021). Leadership and advocacy in
sustainable education: Towards green campuses in
Africa. Sustainable Development in Education, 13
(1), 77–90.
Adeyemi, O., Akinola, A., & Adekoya, S. (2018).
Records management practices in Nigerian public
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
43
societal pressure and internal readiness shaping
adoption.
Overall, paperless office advocacy in Nigerian
educational institutions represents not merely a cost-
saving measure but a transformational strategy for
sustainable development. When strategically
implemented, it aligns with the global climate agenda
and the United Nations Sustainable Development
Goals (SDGs), particularly goals on responsible
consumption and environmental protection.
Recommendations
Based on the insights of this review, the following
recommendations are proposed:
1. Policy Development and Enforcement
Educational institutions in Nigeria should design and
enforce clear paperless office policies that define
measurable targets for reducing paper usage.
Government agencies like the Federal Ministry of
Education should integrate such policies into national
sustainability frameworks.
2. Investment in ICT Infrastructure
Institutions must invest in reliable internet access,
digital storage systems, and power supply solutions
(such as solar energy) to enable effective adoption of
paperless practices.
3. Capacity Building and Awareness Campaigns
Regular training workshops should be organized to
improve digital literacy among staff and students.
Awareness campaigns must emphasize the
environmental and organizational benefits of
reducing paper dependence.
4. Leadership and Change Management
Institutional leaders should champion the transition
to paperless systems by creating an inclusive,
participative culture that reduces resistance to change
and encourages innovation.
5. Collaboration with Stakeholders
Educational institutions should partner with
technology providers, government agencies, and
NGOs to implement sustainable ICT solutions and
leverage external support for greening initiatives.
6. Monitoring and Evaluation
Establish performance indicators to track progress
in reducing paper consumption and improving
environmental outcomes. This should be linked to
broader sustainability reporting practices.
In conclusion, adopting paperless office policies in
Nigerian educational institutions is not only feasible
but urgent in the face of climate change and
environmental degradation. By bridging the gaps in
infrastructure, capacity, and leadership, educational
institutions can serve as models of organizational
greening and contribute meaningfully to a sustainable
future.
References
AbdulKareem, A. K. (2020). E-Government, ICT
support and paperless environment in Nigerian public
universities: Issues and challenges. Journal of
Technology Management and Business, 7(1), 1–12.
Adams, C. A., & Frost, G. R. (2008). Integrating
sustainability reporting into management practices.
Accounting Forum, 32(4), 288–302.
https://doi.org/10.1016/j.accfor.2008.05.002
Adebayo, O. S., & Akinsanya, B. (2021). Digital
transformation and sustainability in Nigerian higher
education institutions. *African Journal of
Educational Management, 19*(2), 55–70.
Adebayo, T. S., & Olamide, O. (2021). Digital
transformation and sustainable development:
Exploring the role of paperless office in emerging
economies. Journal of Sustainable Development in
Africa, 23(4), 45–59.
Adegbite, A., & Oni, T. (2021). Digitalization and
sustainability practices in higher education: Evidence
from Nigeria. African Journal of Education and
Technology, 11 (2), 55–68.
Adeniji, A., Salau, O. P., & Ogueyungbo, O. (2020).
Barriers to ICT adoption in Nigerian universities:
Implications for paperless administration. *Journal of
African Management Studies, 8 (3), 210–227.
Adeyemi, B. (2021). Leadership and advocacy in
sustainable education: Towards green campuses in
Africa. Sustainable Development in Education, 13
(1), 77–90.
Adeyemi, O., Akinola, A., & Adekoya, S. (2018).
Records management practices in Nigerian public
International Journal of Advanced Multidisciplinary Research and Educational Development
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
44
universities. *Library Philosophy and Practice (e-
journal), 1852, 1–15.
Alemu, A. (2019). Digital transformation and
paperless offices: Drivers of organizational
performance. International Journal of Information
Systems, 14 (1), 23–34.
Al-Hakeem, M. S., & Abdulrahman, S. (2017).
Developing a new e-exam platform to enhance the
university academic examinations: The case of
Lebanese French University. International Journal of
Modern Education and Computer Science, 9(5), 12–
21.
[https://doi.org/10.5815/ijmecs.2017.05.02](https://d
oi.org/10.5815/ijmecs.2017.05.02)
Ali, N., & Ahmad, S. (2020). Green ICT adoption and
organizational sustainability: Evidence from
Malaysian universities. Journal of Cleaner
Production, 258, 120678.
[https://doi.org/10.1016/j.jclepro.2020.120678](https
://doi.org/10.1016/j.jclepro.2020.120678)
Barney, J. (1991). Firm resources and sustained
competitive advantage. Journal of Management, 17
(1), 99–120.
[https://doi.org/10.1177/014920639101700108](http
s://doi.org/10.1177/014920639101700108)
Boell, S. K., & Cecez-Kecmanovic, D. (2015). On
being ‘systematic’ in literature reviews in IS. Journal
of Information Technology, 30 (2), 161–173.
[https://doi.org/10.1057/jit.2014.26](https://doi.org/1
0.1057/jit.2014.26)
Chugh, R. (2015). Do Australian universities really
need a paperless office? Journal of Higher Education
Policy and Management, 37 (5), 483–495.
Chugh, R., & Grandhi, S. (2013). Why do employees
resist knowledge management systems? Case study in
an Australian public sector organization.
International Journal of Information Management,
33(5), 680–690.
[https://doi.org/10.1016/j.ijinfomgt.2013.05.002](htt
ps://doi.org/10.1016/j.ijinfomgt.2013.05.002)
Davis, F. D. (1989). Perceived usefulness, perceived
ease of use, and user acceptance of information
technology. MIS Quarterly, 13(3), 319–340.
[https://doi.org/10.2307/249008](https://doi.org/10.2
307/249008)
DiMaggio, P. J., & Powell, W. W. (1983). The iron
cage revisited: Institutional isomorphism and
collective rationality. *American Sociological
Review, 48*(2), 147–160.
[https://doi.org/10.2307/2095101](https://doi.org/10.
2307/2095101)
DiMaggio, P. J., & Powell, W. W. (1983). The iron
cage revisited: Institutional isomorphism and
collective rationality in organizational fields.
American Sociological Review, 48*(2), 147–160.
[https://doi.org/10.2307/2095101](https://doi.org/10.
2307/2095101)
DiMaggio, P. J., & Powell, W. W. (1983). The iron
cage revisited: Institutional isomorphism and
collective rationality. American Sociological Review,
48(2), 147–160.
Eckersley, R. (2004). The green state: Rethinking
democracy and sovereignty. MIT Press
Elshaer, I. A., & Azazz, A. M. (2021). Green
organizational culture and sustainability: The role of
paperless systems. Journal of Cleaner Production,
278, 123–138.
Eze, S. C., & Nwankwo, F. (2019). ICT policy
implementation in Nigeria: An assessment of
challenges. *Information Technology for
Development, 25 (1), 132–151.
Eze, S. C., Chinedu-Eze, V. C., & Bello, A. O. (2018).
The utilization of e-learning facilities in the education
of accounting students in Nigeria: A study of selected
universities. International Journal of Educational
Technology in Higher Education, 15(1), 1–20.
[https://doi.org/10.1186/s41239-018-0119-
8](https://doi.org/10.1186/s41239-018-0119-8)
Eze, S. C., Chinedu-Eze, V. C., & Bello, A. O. (2021).
Technological infrastructure and digital adoption in
Nigerian higher education: Implications for
sustainability. International Journal of Education and
Development using ICT, 17(2), 124–139.
Eze, S. C., Chinedu-Eze, V. C., & Bello, A. O. (2021).
The adoption of electronic records management in
Nigerian universities: Implications for organizational
efficiency and sustainability. *Library Philosophy
and Practice, 1–20.
Hussain, A., Zhang, R., & Mukhles, A. (2024). Pro-
environmental culture as a mediator in paperless
policy adoption for sustainability in higher education
institutions. *Frontiers in Sustainability, 5 (2), 1–14.
IJIET. (2021). Electronic examination in Nigeria:
Academic staff perspective (NOUN case study).
International Journal of Information and Education
Technology, 11 (3), 114–121.
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
44
universities. *Library Philosophy and Practice (e-
journal), 1852, 1–15.
Alemu, A. (2019). Digital transformation and
paperless offices: Drivers of organizational
performance. International Journal of Information
Systems, 14 (1), 23–34.
Al-Hakeem, M. S., & Abdulrahman, S. (2017).
Developing a new e-exam platform to enhance the
university academic examinations: The case of
Lebanese French University. International Journal of
Modern Education and Computer Science, 9(5), 12–
21.
[https://doi.org/10.5815/ijmecs.2017.05.02](https://d
oi.org/10.5815/ijmecs.2017.05.02)
Ali, N., & Ahmad, S. (2020). Green ICT adoption and
organizational sustainability: Evidence from
Malaysian universities. Journal of Cleaner
Production, 258, 120678.
[https://doi.org/10.1016/j.jclepro.2020.120678](https
://doi.org/10.1016/j.jclepro.2020.120678)
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s://doi.org/10.1177/014920639101700108)
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being ‘systematic’ in literature reviews in IS. Journal
of Information Technology, 30 (2), 161–173.
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0.1057/jit.2014.26)
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33(5), 680–690.
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ps://doi.org/10.1016/j.ijinfomgt.2013.05.002)
Davis, F. D. (1989). Perceived usefulness, perceived
ease of use, and user acceptance of information
technology. MIS Quarterly, 13(3), 319–340.
[https://doi.org/10.2307/249008](https://doi.org/10.2
307/249008)
DiMaggio, P. J., & Powell, W. W. (1983). The iron
cage revisited: Institutional isomorphism and
collective rationality. *American Sociological
Review, 48*(2), 147–160.
[https://doi.org/10.2307/2095101](https://doi.org/10.
2307/2095101)
DiMaggio, P. J., & Powell, W. W. (1983). The iron
cage revisited: Institutional isomorphism and
collective rationality in organizational fields.
American Sociological Review, 48*(2), 147–160.
[https://doi.org/10.2307/2095101](https://doi.org/10.
2307/2095101)
DiMaggio, P. J., & Powell, W. W. (1983). The iron
cage revisited: Institutional isomorphism and
collective rationality. American Sociological Review,
48(2), 147–160.
Eckersley, R. (2004). The green state: Rethinking
democracy and sovereignty. MIT Press
Elshaer, I. A., & Azazz, A. M. (2021). Green
organizational culture and sustainability: The role of
paperless systems. Journal of Cleaner Production,
278, 123–138.
Eze, S. C., & Nwankwo, F. (2019). ICT policy
implementation in Nigeria: An assessment of
challenges. *Information Technology for
Development, 25 (1), 132–151.
Eze, S. C., Chinedu-Eze, V. C., & Bello, A. O. (2018).
The utilization of e-learning facilities in the education
of accounting students in Nigeria: A study of selected
universities. International Journal of Educational
Technology in Higher Education, 15(1), 1–20.
[https://doi.org/10.1186/s41239-018-0119-
8](https://doi.org/10.1186/s41239-018-0119-8)
Eze, S. C., Chinedu-Eze, V. C., & Bello, A. O. (2021).
Technological infrastructure and digital adoption in
Nigerian higher education: Implications for
sustainability. International Journal of Education and
Development using ICT, 17(2), 124–139.
Eze, S. C., Chinedu-Eze, V. C., & Bello, A. O. (2021).
The adoption of electronic records management in
Nigerian universities: Implications for organizational
efficiency and sustainability. *Library Philosophy
and Practice, 1–20.
Hussain, A., Zhang, R., & Mukhles, A. (2024). Pro-
environmental culture as a mediator in paperless
policy adoption for sustainability in higher education
institutions. *Frontiers in Sustainability, 5 (2), 1–14.
IJIET. (2021). Electronic examination in Nigeria:
Academic staff perspective (NOUN case study).
International Journal of Information and Education
Technology, 11 (3), 114–121.
International Journal of Advanced Multidisciplinary Research and Educational Development
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
45
Ismail, R., & Yusuf, A. (2020). Sustainable e-learning
practices in higher education. *Journal of Educational
Technology Research, 12(4), 244–258.
Kayiwa, J. (2025). Exploring digital transformation to
fully paperless systems: Experiences from a business
school in East Africa. *Research in Higher Education
Journal, 38*(1), 1–10.
Kitchenham, B. (2004). Procedures for performing
systematic reviews. Keele University Technical
Report TR/SE-0401.
Mokgopo, M. (2016). The influence of a paperless
office environment on sustainability: A South African
justice sector case. Environmental Economics, 7 (2),
104–113.
[https://doi.org/10.21511/ee.07(2).2016.11](https://d
oi.org/10.21511/ee.07%282%29.2016.11)
Ngugi, P. K., & Nyaribo, Y. M. (2020). Adoption of
paperless systems in universities: Drivers, challenges,
and sustainability implications. Journal of Higher
Education Policy and Management, 42(3), 275–290.
https://doi.org/10.1080/1360080X.2019.1701854
Ngugi, P., & Nyaribo, Y. (2020). ICT integration and
sustainable education management. African Journal
of Business and Economic Research, 15 (2), 35–52.
Ngulube, P. (2019). Implications of e-records
management in African universities. *Journal of
African Information Science, 11 (1), 23–39.
Ngwenya, T., & Molefe, T. (2021). Paperless policy
adoption and environmental sustainability in South
African teacher training colleges. *International
Journal of Sustainability in Higher Education, 22*(7),
150–166. [https://doi.org/10.1108/IJSHE-11-2020-
0415](https://doi.org/10.1108/IJSHE-11-2020-0415)
Ogunyemi, T., & Ojo, A. (2019). Paperless office and
sustainable administration in Nigerian universities:
Challenges and prospects. African Journal of
Management Studies, 10(2), 89–105.
Ojo, O., & Adebayo, A. (2019). ICT and
environmental sustainability in Africa: Challenges
and opportunities. *African Journal of Sustainable
Development, 6 (1), 88–104.
Okafor, E. E., & Ihejirika, P. I. (2020). Education for
sustainable development in Nigerian higher
institutions: Opportunities and challenges. Journal of
Education and Practice, 11(8), 54–62.
https://doi.org/10.7176/JEP/11-8-07
Okebukola, P. (2020). Repositioning Nigerian
universities for relevance in the 21st century. Journal
of Higher Education in Africa, 18 (2), 1–20.
Ololube, N. P. (2016). Handbook on ICT in education
and research. Owerri: Springfield Publishers.
Otuza, C. (2015). Status of electronic records
management in Nigerian university libraries. African
Journal of Library, Archives and Information
Science, 25 (1), 15–25.
Owolabi, A. O., & Oluwatayo, J. A. (2020). Digital
transformation and paperless initiatives in Nigerian
higher institutions: A pathway to sustainability.
Nigerian Journal of Educational Administration and
Planning, 20(2), 44–60.
Owolabi, T., & Akinola, B. (2020). Paper
consumption in Nigerian universities: Environmental
and cost implications. Nigerian Journal of Education
Studies, 23 (1), 111–128.
Oye, N. D., Iahad, N. A., & Rahim, N. Z. A. (2011).
Acceptance and usage of ICT by university
academics in Nigeria: Towards a framework for
reengineering ICT adoption. *Academic Research
International, 1(2), 1–9.
Pope, C., Mays, N., & Popay, J. (2007). Synthesizing
qualitative and quantitative health evidence: A guide
to methods*. Open University Press.
Rekik, M., Boukadi, K., & Ben Ghezala, H. (2019).
Towards green BPM: Integrating sustainability
indicators in business process models. Business
Process Management Journal, 25(7), 1521–1544.
[https://doi.org/10.1108/BPMJ-11-2017-
0322](https://doi.org/10.1108/BPMJ-11-2017-0322)
Renwick, D. W. S., Redman, T., & Maguire, S.
(2013). Green Human Resource Management: A
review and research agenda. *International Journal of
Management Reviews, 15 (1), 1–14.
Sellen, A. J., & Harper, R. H. (2002). The myth of the
paperless office. MIT Press.
Shrivastava, P. (1995). Environmental technologies
and competitive advantage. Strategic Management
Journal, 16 (S1), 183–200.
Snyder, H. (2019). Literature review as a research
methodology: An overview and guidelines. Journal of
Business Research, 104, 333–339.
[https://doi.org/10.1016/j.jbusres.2019.07.039](https
://doi.org/10.1016/j.jbusres.2019.07.039)
Susanto, H. (2023). Integrating paperless policy with
internal audit systems for environmental
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
45
Ismail, R., & Yusuf, A. (2020). Sustainable e-learning
practices in higher education. *Journal of Educational
Technology Research, 12(4), 244–258.
Kayiwa, J. (2025). Exploring digital transformation to
fully paperless systems: Experiences from a business
school in East Africa. *Research in Higher Education
Journal, 38*(1), 1–10.
Kitchenham, B. (2004). Procedures for performing
systematic reviews. Keele University Technical
Report TR/SE-0401.
Mokgopo, M. (2016). The influence of a paperless
office environment on sustainability: A South African
justice sector case. Environmental Economics, 7 (2),
104–113.
[https://doi.org/10.21511/ee.07(2).2016.11](https://d
oi.org/10.21511/ee.07%282%29.2016.11)
Ngugi, P. K., & Nyaribo, Y. M. (2020). Adoption of
paperless systems in universities: Drivers, challenges,
and sustainability implications. Journal of Higher
Education Policy and Management, 42(3), 275–290.
https://doi.org/10.1080/1360080X.2019.1701854
Ngugi, P., & Nyaribo, Y. (2020). ICT integration and
sustainable education management. African Journal
of Business and Economic Research, 15 (2), 35–52.
Ngulube, P. (2019). Implications of e-records
management in African universities. *Journal of
African Information Science, 11 (1), 23–39.
Ngwenya, T., & Molefe, T. (2021). Paperless policy
adoption and environmental sustainability in South
African teacher training colleges. *International
Journal of Sustainability in Higher Education, 22*(7),
150–166. [https://doi.org/10.1108/IJSHE-11-2020-
0415](https://doi.org/10.1108/IJSHE-11-2020-0415)
Ogunyemi, T., & Ojo, A. (2019). Paperless office and
sustainable administration in Nigerian universities:
Challenges and prospects. African Journal of
Management Studies, 10(2), 89–105.
Ojo, O., & Adebayo, A. (2019). ICT and
environmental sustainability in Africa: Challenges
and opportunities. *African Journal of Sustainable
Development, 6 (1), 88–104.
Okafor, E. E., & Ihejirika, P. I. (2020). Education for
sustainable development in Nigerian higher
institutions: Opportunities and challenges. Journal of
Education and Practice, 11(8), 54–62.
https://doi.org/10.7176/JEP/11-8-07
Okebukola, P. (2020). Repositioning Nigerian
universities for relevance in the 21st century. Journal
of Higher Education in Africa, 18 (2), 1–20.
Ololube, N. P. (2016). Handbook on ICT in education
and research. Owerri: Springfield Publishers.
Otuza, C. (2015). Status of electronic records
management in Nigerian university libraries. African
Journal of Library, Archives and Information
Science, 25 (1), 15–25.
Owolabi, A. O., & Oluwatayo, J. A. (2020). Digital
transformation and paperless initiatives in Nigerian
higher institutions: A pathway to sustainability.
Nigerian Journal of Educational Administration and
Planning, 20(2), 44–60.
Owolabi, T., & Akinola, B. (2020). Paper
consumption in Nigerian universities: Environmental
and cost implications. Nigerian Journal of Education
Studies, 23 (1), 111–128.
Oye, N. D., Iahad, N. A., & Rahim, N. Z. A. (2011).
Acceptance and usage of ICT by university
academics in Nigeria: Towards a framework for
reengineering ICT adoption. *Academic Research
International, 1(2), 1–9.
Pope, C., Mays, N., & Popay, J. (2007). Synthesizing
qualitative and quantitative health evidence: A guide
to methods*. Open University Press.
Rekik, M., Boukadi, K., & Ben Ghezala, H. (2019).
Towards green BPM: Integrating sustainability
indicators in business process models. Business
Process Management Journal, 25(7), 1521–1544.
[https://doi.org/10.1108/BPMJ-11-2017-
0322](https://doi.org/10.1108/BPMJ-11-2017-0322)
Renwick, D. W. S., Redman, T., & Maguire, S.
(2013). Green Human Resource Management: A
review and research agenda. *International Journal of
Management Reviews, 15 (1), 1–14.
Sellen, A. J., & Harper, R. H. (2002). The myth of the
paperless office. MIT Press.
Shrivastava, P. (1995). Environmental technologies
and competitive advantage. Strategic Management
Journal, 16 (S1), 183–200.
Snyder, H. (2019). Literature review as a research
methodology: An overview and guidelines. Journal of
Business Research, 104, 333–339.
[https://doi.org/10.1016/j.jbusres.2019.07.039](https
://doi.org/10.1016/j.jbusres.2019.07.039)
Susanto, H. (2023). Integrating paperless policy with
internal audit systems for environmental
International Journal of Advanced Multidisciplinary Research and Educational Development
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
46
sustainability: Evidence from UNNES. Asian Journal
of Sustainability and Social Responsibility, 8(4), 1–
12.
Times of India. (2025, February 21). DU, Jamia go
paperless: Digital exam pads reduce paper waste.
*Times of India.
[https://timesofindia.indiatimes.com](https://timesofi
ndia.indiatimes.com)
Tranfield, D., Denyer, D., & Smart, P. (2003).
Towards a methodology for developing evidence‐
informed management knowledge by means of
systematic review. British Journal of Management,
14 (3), 207–222. [https://doi.org/10.1111/1467-
8551.00375](https://doi.org/10.1111/1467-
8551.00375)
United Nations. (2015). Transforming our world: The
2030 agenda for sustainable development. New York:
UN.
United Nations. (2015). Transforming our world: The
2030 agenda for sustainable development. United
Nations Publishing. https://sdgs.un.org/2030agenda
World Commission on Environment and
Development (WCED). (1987). Our common future
Oxford University Press.
Yousufi, M. K. (2023). Exploring paperless working:
A step towards low carbon footprint. Eurasian Journal
of Open Science and Development Research, 3 (2),
77–89.
Yusoff, Y. M., Nejati, M., Kee, D. M. H., & Amran,
A. (2018). Linking green human resource
management practices to environmental performance
in Malaysia. Global Business Review, 19 (2), 1–18.
Yusoff, Y. M., Omar, M. K., & Zainudin, N. (2018).
Towards a paperless campus: Exploring benefits and
barriers of digital document management in higher
education. International Journal of Academic
Research in Business and Social Sciences, 8(9), 788–
803. https://doi.org/10.6007/IJARBSS/v8-i9/4631
Zainudin, N., Rahman, A., & Latif, R. (2022). E-
learning platforms and digital libraries as enablers of
sustainability in higher education institutions.
Sustainability, 14(4), 2154.
[https://doi.org/10.3390/su14042154](https://doi.org/
10.3390/su14042154)
Volume 1, Issue 3 | September - October 2025 | www.ijamred.com
ISSN: 3107-6513
46
sustainability: Evidence from UNNES. Asian Journal
of Sustainability and Social Responsibility, 8(4), 1–
12.
Times of India. (2025, February 21). DU, Jamia go
paperless: Digital exam pads reduce paper waste.
*Times of India.
[https://timesofindia.indiatimes.com](https://timesofi
ndia.indiatimes.com)
Tranfield, D., Denyer, D., & Smart, P. (2003).
Towards a methodology for developing evidence‐
informed management knowledge by means of
systematic review. British Journal of Management,
14 (3), 207–222. [https://doi.org/10.1111/1467-
8551.00375](https://doi.org/10.1111/1467-
8551.00375)
United Nations. (2015). Transforming our world: The
2030 agenda for sustainable development. New York:
UN.
United Nations. (2015). Transforming our world: The
2030 agenda for sustainable development. United
Nations Publishing. https://sdgs.un.org/2030agenda
World Commission on Environment and
Development (WCED). (1987). Our common future
Oxford University Press.
Yousufi, M. K. (2023). Exploring paperless working:
A step towards low carbon footprint. Eurasian Journal
of Open Science and Development Research, 3 (2),
77–89.
Yusoff, Y. M., Nejati, M., Kee, D. M. H., & Amran,
A. (2018). Linking green human resource
management practices to environmental performance
in Malaysia. Global Business Review, 19 (2), 1–18.
Yusoff, Y. M., Omar, M. K., & Zainudin, N. (2018).
Towards a paperless campus: Exploring benefits and
barriers of digital document management in higher
education. International Journal of Academic
Research in Business and Social Sciences, 8(9), 788–
803. https://doi.org/10.6007/IJARBSS/v8-i9/4631
Zainudin, N., Rahman, A., & Latif, R. (2022). E-
learning platforms and digital libraries as enablers of
sustainability in higher education institutions.
Sustainability, 14(4), 2154.
[https://doi.org/10.3390/su14042154](https://doi.org/
10.3390/su14042154)
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