Embracing the Promise of Open Educational Resources: Faculty Insights and Implications in Higher Education

Abstract

Abstract This study examines faculty perceptions, awareness, and utilization of Open Educational Resources (OER) in higher education and identifies barriers hindering their adoption. The research encompasses multiple perspectives, including demographic information, teaching practices involving technology, familiarity and opinions regarding OER, types of OER utilized by faculty, ease of searching for OER, a comparison between open and traditional resources, intentions to use OER in the future, and factors deterring the adoption of OER. The study employed a quantitative approach using an online survey questionnaire to gather data. Using descriptive and MANOVA tests, the findings highlight a diverse gender distribution among respondents, a combination of teaching roles and administrative responsibilities, varying levels of teaching experience, a preference for blended teaching styles, significant awareness of OER, ease in searching for OER, and a strong intention to use OER in the future. The results emphasize the importance of addressing concerns related to institutional support, intellectual property policies, recognition of contributions, and creating a supportive environment to enhance faculty engagement with OER. The study implications suggest comprehensive and targeted approaches to support faculty members in adopting and utilizing OER effectively, including promoting gender equity, enhancing ease of adoption, considering workload impact, recognizing differences based on teaching experience, tailoring support based on teaching style, and actively promoting the benefits and opportunities of OER. The study acknowledges limitations regarding sample size and demographics and suggests future research directions to enhance generalizability, incorporate qualitative approaches, and investigate the pedagogical impact of OER adoption on student outcomes.