Work

Exploring factors of open educational resources (OER) in Zambian community schools: A qualitative study

Year: 2025

Type: article

Abstract: Historically, copyright regulations have posed challenges in the dissemination of educational resources, leading to financial barriers, limited access, and outdated materials. Open Educational Resources (OER) offer free access to materials, addressing these issues and promoting equitable learning globally. This study examines the integration of OERs among primary school educators in Zambian community schools. Grounded in Connectivism, Diffusion of Innovations Theory, and the OER Adoption Pyramid, this research explores how personal values, institutional support, technology, OER awareness, and cultural reception influence educators' decisions to adopt OER. Data were collected through in-depth interviews with 34 participants, two focus group discussions, document analysis, and social media data. The study was conducted in Lusaka and Chipata, focusing on participants actively involved in using OER provided by an NGO in collaboration with Zambia's Ministry of Education. The findings highlight the significant role of individual preferences, institutional frameworks, and infrastructure in OER adoption. It emphasises the importance of policy development, professional training, and capacity building to overcome barriers. While this study is limited in scope, it advocates for future research on nationwide OER adoption, policy impact, and sustainability to deepen understanding and foster inclusive OER integration. • OER Awareness and Technological Readiness : Teachers' awareness of OER can drive efforts to secure necessary technological support, even when readiness is low. • Institutional IP Policies : Limited understanding of IP policies leads teachers to rely on informal guidelines, increasing copyright risks. • Digital Proficiency : Teachers show varying levels of digital literacy, highlighting the need for support in accessing and using OER. • Teacher Categories : a Savvy Adopters: Proficient in technology, actively using OER, but need support in content creation. b Resource-Constrained Adopters : Willing but face infrastructural challenges, needing external support. c Struggling Adopters : Lack awareness and digital skills, requiring focused interventions.

Source: Social Sciences & Humanities Open

DOI: 10.1016/j.ssaho.2025.101465

Authors: Enala Sharon Lufungulo, Jiyou Jia, Kennedy Mwila

Institution: Peking University

Language: English

Topic: Open Education and E-Learning

Subfield: Computer Science Applications

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,180