Open Educational Resources (OER) have steadily reshaped how knowledge is produced, shared, and accessed across global higher education systems. Rooted in principles of openness, reuse, and redistribution, OER hold real potential to bridge educational inequalities between high-income and low-income countries. This paper examines the concept of OER, its historical origins, and the ways in which it connects to broader debates about knowledge democratization. Drawing on peer-reviewed literature, UNESCO policy documents, and documented institutional initiatives, the paper reviews the landscape of OER adoption, the barriers that continue to constrain it, and the policy frameworks that either support or impede its growth. Special attention is given to the Global South, where the gap between access and aspiration remains wide. The paper concludes that OER, while not a standalone solution, can substantially expand educational access when embedded in supportive policy environments, sustained by institutional commitment, and paired with investments in digital infrastructure. Future scholarship should focus on pedagogical effectiveness of OER, faculty adoption patterns, and quality assurance mechanisms in open learning ecosystems.
Suriya Rungroj (Tue,) studied this question.
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