The transformative potential of Open Educational Resources for teacher education and practice

Abstract

Open educational resources (OER) have significant potential for transforming teacher education in developing countries, yet this remains underexplored. This systematic literature review analyzes 98 articles to understand the impact and innovative prospects of OER’s ‘openness’ attributes on teacher education over the past two decades. While free access to OER is a crucial benefit and contributes to teacher education programmes, effective OER use relies on the proper application of other attributes. Thus, adaptation allows tailoring of materials to specific needs, promoting flexibility and contextualised learning, which are vital for effective teacher education. Free access addresses barriers like the digital divide and ensures content quality and sustainability, enabling equitable access to educational resources. Collaborative practices through OER foster knowledge co-construction and the development of essential 21st-century skills for teachers. The combination of formal and informal learning and remixing enriches teacher education by integrating structured curricula with personalised learning paths. This broader view of ‘openness’ beyond mere access provides insights for reshaping teacher education programmes to be more innovative and responsive to the evolving needs of educators in developing countries. The findings offer guidance for policies and practices to cultivate a new generation of empowered, adaptive teachers through OER integration.