This study addresses the challenge of perceiving Africans as “foreign” in universities in Africa, a notion driven by national identity politics and toxic nationalism. These exclusionary ideologies undermine the concept of professional meritocracy, which prioritizes skills, knowledge, and equal opportunities for all. The research investigates how libraries, as key academic institutions, could respond by promoting inclusivity, diversity, and meritocratic principles in African higher education. The study was underpinned by social identity theory, which explained how group dynamics influenced individual identity formation, and the concept of meritocracy. The primary research question guiding the study was: How can libraries in universities in Africa address the effects of national identity politics and toxic nationalism while promoting professional meritocracy? Using a narrative literature review and an interpretivist approach, the study analysed current literature on identity, nationalism, and the role of libraries in fostering inclusive education. The research focused on universities in Africa, exploring how institutional libraries could act as facilitators of social cohesion and equal academic access. The findings suggest that national identity politics negatively affect the academic environment by creating divisions that hinder collaboration and inclusivity. Libraries, by embracing merit-based practices and offering diverse resources, were found to mitigate these effects. Recommendations included developing library programs to promote cross-cultural dialogue, enhancing access to diverse academic materials, and training librarians to serve as advocates for professional meritocracy.