Attitude of Faculty Members’ towards Open Educational Resources: A Systematic Review of Literature

Masamat Samerun Khatun; Sarat Kumar Rout; Bikshyatsib Sardar; Jagannath Kunar

doi:10.47814/ijssrr.v7i10.2284

Masamat Samerun Khatun Ph. D Scholar, Department of Education, Ravenshaw University, Cuttack, Odisha, India
Sarat Kumar Rout Associate Professor, Department of Education, Ravenshaw University, Cuttack, Odisha, India http://orcid.org/0009-0000-6478-3807
Bikshyatsib Sardar Ph. D Scholar, Department of Education, Ravenshaw University, Cuttack, Odisha, India http://orcid.org/0009-0007-2626-904X
Jagannath Kunar Assistant Professor, Department of Education, Dharanidhar University, Keonjhar, Odisha, India http://orcid.org/0000-0001-5604-6997

DOI: https://doi.org/10.47814/ijssrr.v7i10.2284

Keywords: Open Educational Resources (OER); Faculty Attitudes; Educational Policy; Adoption Barriers; Teaching Effectiveness; Institutional Support

Abstract

Aim of the Study: This study aims to investigate faculty attitudes toward Open Educational Resources (OER), identify factors influencing their adoption, and explore the implications for educational policy and practice. Design/Methodology: The study synthesizes findings from multiple research studies through a systematic review approach to examine the adoption and impact of OER in higher education. Findings: Faculty generally hold positive attitudes toward OER, valuing their potential to lower educational costs, improve access to learning materials, and enhance teaching effectiveness. Despite these benefits, barriers such as copyright issues, insufficient institutional support, and lack of quality assurance impede broader adoption. The variability in OER integration across different contexts highlights the need for tailored strategies to address these challenges. Practical Implications: The review underscores the necessity for robust institutional policies and support systems to facilitate effective OER integration. By focusing on the interplay between individual attitudes, institutional policies, and contextual factors, the study provides insights for enhancing educational accessibility and quality through OER. Originality/Value: This review contributes to the understanding of OER integration in higher education by systematically analyzing faculty attitudes and identifying key barriers and benefits. It emphasizes the importance of addressing contextual and institutional factors to improve OER adoption and implementation.

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