How Can Open Educational Resources Promote Equity in

Education?

Francisca Rocha Lourenço

, Rita Oliveira

and Oksana Tymoshchuk

Department of Communication and Art, University of Aveiro, Campus Universitário de Santiago, Aveiro, Portugal

Keywords: Open Educational Resources, Education, Equity, Equitable Education.

Abstract: Currently, the growth and development of Open Educational Resources (OER) offers the opportunity to

improve access to and transfer of knowledge and information. As such, the adoption of OER has often been

associated with social equity, as it helps students overcome educational inequalities regarding access,

participation, and results in the various formal learning contexts. This document therefore explores how OER

can be used to promote social inclusion and equitable access to education. A literature review was carried out

that analysed 20 documents on the promotion of equity in education through OER, identifying the

opportunities and barriers in this regard and concluding that the use of OER in education must always consider

the needs of students in order to truly contribute to equity. With this in mind, a number of strategies were

identified, such as the provision of Internet and ICT, the development of digital literacy programmes and

training and guidance in searching and filtering OER, to maximize the potential of OER in promoting equity,

in order to achieve inclusive, equitable and quality learning and education.

1 INTRODUCTION

The technological evolution of computers and the

Internet has facilitated the production of learning

resources, resulting in a large quantity of materials

and resources that can be freely shared between

institutions and individuals. As a result, Open

Educational Resources (OER) have emerged (Atenas

& Havemann, 2014).

UNESCO (United Nations Educational, Scientific

and Cultural Organization) defines OER as "teaching,

learning and research materials in any medium -

digital or otherwise - that reside in the public domain

or have been released under a license that allows

access, use, adaptation and redistribution at no cost

by others, without restrictions or with limited

restrictions" (UNESCO, n.d.).

According to the Innovating Pedagogy 2021

report (2021), developing inclusive educational

opportunities requires thinking not only about equal

opportunities to access education, but also about

equity, whereby every student can achieve similar

positive results, regardless of their background and

https://orcid.org/0000-0003-0214-3008

https://orcid.org/0000-0001-6041-9469

https://orcid.org/0000-0001-8054-8014

characteristics such as gender, disability or ethnicity.

Also according to this report, strategies in equity-

oriented pedagogy include listening to students and

adapting teaching, recognizing the unequal impacts of

the use of educational technology and awareness of

how unfair assessment practices can be.

OER can include a wide variety of contents, such

as books, complete courses or parts of courses,

modules, research articles, tests, videos, games, texts,

software and any other tool, material or technique that

can support access to knowledge (Furniel, Mendonça

& Silva, 2020), that allow them to be freely used,

shared and adapted by others, and that guarantee the

right to inclusive and quality education for all (Bliss

& Smith, 2017). With this, it is easy to see that OER

do not require the payment of access fees (Butcher,

2015), which helps to save on the costs associated

with education, reducing financial barriers.

Thus, OER are a means of promoting the

dissemination of knowledge more widely, increasing

the pace of development and, additionally, increasing

the quality of education and reducing social

inequalities, contributing to more equitable learning.

132

Lourenço, F., Oliveira, R. and Tymoshchuk, O.

How Can Open Educational Resources Promote Equity in Education?.

DOI: 10.5220/0012586500003699

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 10th International Conference on Information and Communication Technologies for Ageing Well and e-Health (ICT4AWE 2024), pages 132-139

ISBN: 978-989-758-700-9; ISSN: 2184-4984

The development and use of OER should enable

learning experiences for all students, allowing people

of all abilities to access the content provided (Hoosen

& Butcher, 2019). Pereira, Rosa and Nobre (2016)

complete these statements, assuming that OER are

"enrichers of the overall educational project and

facilitate access to knowledge, de-territorializing it,

without physical limitations and without its

traditional exclusive association with the formal

school environment".

With this in mind, this study aims, through a

literature review, to explore how OER can contribute

to equity in education, highlighting the benefits and

challenges associated with their use and discussing

strategies to improve equity in the use of OER.

2 METHODOLOGY

The Scopus database was used to carry out this

literature review, using the following keywords:

"open educational resources" AND "equity". For the

selected documents to be relevant to the aim of the

study, the following inclusion criteria were used: i) to

be written in Portuguese, English or Spanish

(languages understood by the researchers); ii) to have

been published in the last 25 years, in order to obtain

relatively up-to-date perspectives on the subject; and

iii) to present relevant information on the promotion

of equity in education through OER. On the other

hand, all documents that were not open access were

excluded. The selected articles and book chapters

went through a screening and selection process

(Figure 1) which included careful reading of the text,

with an emphasis on the sections that addressed the

promotion of equity in education through OER.

To present the results (chapter 3), a more narrative

approach was chosen, guided by the need to provide a

deeper and contextualized analysis of the main themes,

trends and conclusions identified in the literature

review. Through this structure, we seek not only to

present the results of the literature review carried out,

but to place them within a broader context.

3 FINDINGS AND DISCUSSION

3.1 Open Educational Resources

For Wiley (2020), OER are teaching, learning and

research materials that can be copied, edited and

shared freely and legally. Thus, the big difference

between an OER and other types of educational

Figure 1: Overview of screening and selection process.

resources is that OERs are based on the open license

principle, allowing five forms of freedom for these

learning objects. According to Wiley & Hilton

(2018), these forms of freedom constitute the 5Rs of

OER and are as follows:

 Retain: the right to download, store and own

personal copies of OER.

 Reuse: the right to use content in different ways

and for different purposes.

 Revise: the right to adapt, adjust, modify or

alter the content of a resource.

 Remix: the right to combine original or adapted

content with other open content to create a new

resource.

 Redistribute: the right to share copies of

original, revised and/or remixed content.

Retention and usage rights allow OER to be used

without access fees, which is a benefit in that students

can access them, and teachers or instructors can

incorporate these materials into their classes (Watson

et al., 2017).

With revision rights, changes are possible, such as

translating the materials into other languages or audio

adaptation, removing parts of the materials,

considering what is or is not relevant to the learning

objectives of those using the materials. Thus, the

options for revising OER facilitate their access to

diverse populations (Clinton-Lisell, Legerski, Rhodes

& Gilpin, 2021).

Remixing provides teachers and instructors with

the ability to adapt materials according to their

teaching needs (Remillard, 2005). Furthermore, the

right to remix, combined with the right to revise,

contributes to improving the inclusion and diversity

of materials.

How Can Open Educational Resources Promote Equity in Education?

133

Finally, redistribution favors networking and

collaboration between authors and users who may be

interested in creating and/or using more inclusive and

diverse OER (Nascimbeni & Burgos, 2016).

The use of OER is increasingly common these

days, and one of the factors that leads the population

to adopt this type of resource is, in addition to the

rights presented, affordability and ease of access

(Pelletier et al., 2021). With the emergence of the

COVID-19 pandemic, the need for OER has grown,

as they can be accessed from anywhere and from any

device (Pelletier et al., 2021).

3.2 The Relationship Between OER

and Equity

In addition to the benefits of OER already presented,

one of the great advantages of this type of resource

should be equity. But do OER contribute to increasing

social equity among students?

The Paris OER Declaration (2012) states that OER

can be used in favor of student education "thus

contributing to social inclusion, gender equity, as well

as teaching with specific needs".

According to UNESCO (2015), access, equity,

inclusion and quality in learning outcomes are

essential elements in access to education, which is a

fundamental human right. Thus, the development of

any type of inclusive educational resource or

material, including OER, imposes the need to ensure

equal opportunities for access to education, as well as

the need to focus on how the resource can lead to

equity and social justice in results and teaching.

In an article by Willems & Bossu (2012) in the journal

Distance Education, it is understood that equity in

education refers to the access, participation and

results (as cited in Coram, 2007) of different social

groups (as cited in Vick, 2001) or individuals

(Santiago, Tremblay, Basri, & Arnal, 2008) in

education, and relates to the fair distribution of

educational resources and services. On the other

hand, the OECD (Organization for Economic

Cooperation and Development) (2007, pp. 48-49)

adds to this by stating that equity in education "has

two dimensions: the first is fairness, which implies

ensuring that personal and social circumstances - for

example, gender, socio-economic status or ethnic

origin - should not be an obstacle to the realization of

educational potential; the second is inclusion, which

implies ensuring a minimum standard of education

for all - for example, that everyone should be able to

read, write and do simple arithmetic." The OECD

explains that these dimensions are related, in that

combating school failure helps to overcome the

effects of the social exclusion that often causes it.

Considering the benefits associated with the adoption

of OER in educational contexts, it can be concluded

that these resources are advantageous for both

students and teachers, since:

i. benefit students from all social backgrounds,

as they are easily accessible.

ii. give students flexibility because they can use

OER anywhere at no extra cost.

iii. allow interaction with the content and sharing

of knowledge between students, or even

between teachers.

iv. enable students to become more engaged and

autonomous in their educational process,

through the control they have over their own

learning materials.

v. allow students and teachers to explore new

ways of teaching and learning, encouraging

creativity and innovation in the use of

educational materials.

vi. they can be a complement for the teacher, by

being able to use these materials in class; and

for the student, by allowing them to deepen

their knowledge and understanding of a

subject.

vii. allows teachers to take advantage of the

materials to consolidate knowledge or use

them in and out of class, making it possible to

adapt and customize them.

viii. saves teachers some time in preparing

materials.

ix. by promoting the reuse and sharing of existing

educational resources, OER contribute to

environmental sustainability by reducing the

waste of paper and other resources.

In this sense, some of the advantages of these

resources are related to equity, as they help to reduce

disparities in access to knowledge and quality of

education, and enabling "all students to have the

opportunity to obtain fair and comparable results”,

regardless of their socioeconomic context or

geographic location (Kukulska-Hulme et al, 2021, p.

27).

However, it is obvious that, despite the clear

advantages of OER, these resources, associated with

the 5Rs, also have challenges and disadvantages

associated with them, especially at a time when the

Internet is full of information (Chicaiza et al., 2017),

where the use of large language models shows how

credible but non-existent references are generated

(Agrawal et al., 2023), representing a significant risk

for those who trust content generated in this way.

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In this sense, and not directly mentioning equity

now, it is essential to highlight two challenges related

to the effective use of OER: i) the complexity of

OER can be legally used and adapted can discourage

their use (McGreal, 2012); e ii) the existence of

advanced linguistic models on the internet can

proliferate false information, making it appear

credible and easily confused with real information

(Pacheco, 2023). As a result, users can be exposed to

misleading content, compromising the integrity of the

educational process and undermining the

construction of solid, reliable knowledge. Therefore,

it is extremely important to develop quality OER

(Zulaiha & Triana, 2023), associated with digital

literacy education (Maphosa & Bhebhe, 2019) and

orientation/training in OER search (Kanwar,

Kodhandaraman & Umar, 2010). This will ensure that

educators and students can safely identify and use

reliable and relevant resources, increasing the quality

of education through OER.

When adopting this perspective of using OER to

contribute to equity, it is also important to consider

the presence of some challenges in this direction,

namely: i) that "not all OER are completely open, not

all learners have access to computers, or the Internet"

(McGill, 2010, p. 1) or other technological devices,

which means that they cannot reach the resources,

even though they are available; ii) that although most

OER are available in English, not all students are

fluent in this language (Petrides, Nguyen, Kargliani,

& Jimes, 2008); iii) that the content of OER needs to

be adapted to fit the various contexts of different

countries, or even of different schools and

universities in the same country (Matkin, 2009); iv)

that access to technology is still an obstacle for many

students (Willems, 2005), and that is why it is so

important for students to have access to technology;

v) not every students has the ability to identify and

select the most appropriate or high-quality resources

(Sucunuta, Riofrio & Tovar).

It is therefore essential to find solutions and tools

so that students can use the technology that allows

them to access OER. It is also necessary to ensure that

"materials will be accessible on alternative

technologies, including mobile technologies"

(McGill, 2010, p. 1) to allow authentic access to OER

for all and achieve equity.

All of the challenges identified must be addressed

by identifying and implementing strategies that

address these challenges in order to guarantee the

effective use of OER and ensure equity in education.

In this sense, the members of the equity working

group of Driving OER Sustainability for Students

Success (DOERS3) have developed a comprehensive

self-assessment tool that aims to guide students,

teachers, professionals and other stakeholders to

understand and act on the equity dimensions of OER,

towards a better understanding by acting on the equity

dimensions of OER - Equity Through OER Rubric

(DOERS3, 2021). In addition, they have developed

guidelines on how to apply the equity component in

OER.

This rubric is part of a project by the same

organization, The OER Equity Blueprint, which

defines equity as a "corrective process that demands

justice for marginalized and minority populations by

reducing opportunity and achievement gaps through

systematic efforts" (DOERS3, 2021, p.1). This

project also explains through evidence found in other

research that OER reduce education costs, deepen

learning and improve student persistence levels.

The Equity through OER rubric has the goal of

enabling users to integrate OER equitably in higher

education, leading to fair and quality access,

outcomes, and student success, and makes it possible

to assess the level of equity in the adoption of OER in

institutions.

Therefore, by following the steps in this section,

it is possible to determine whether the OER meets

equity requirements, thus identifying areas for

improvement. This evaluation is crucial to correcting

disparities in opportunities and achieving equitable

outcomes. Developing and using OER with this type

of evaluation in mind can help reduce some of the

challenges associated with these resources.

3.3 Discussion of Results

The results presented in this study highlight the

significant potential of Open Educational Resources

(OER) to promote equity in education, while also

highlighting the challenges that need to be overcome

in order to maximize their impact.

Firstly, it is important to recognize the many

benefits associated with the adoption of OER. The

freedom offered by OER, exemplified by the "5Rs",

provides students and educators with a wide range of

possibilities for using and adapting educational

materials. This not only promotes accessibility and

flexibility in teaching and learning, but also

stimulates pedagogical innovation and saves time and

resources for teachers.

However, the reality of equity in the adoption and

use of OER still presents significant challenges.

Although OER are theoretically accessible to

everyone, regardless of their socio-economic

How Can Open Educational Resources Promote Equity in Education?

135

background, there are practical barriers that need to

be addressed.

According to the Innovating Pedagogy 2021

(2021) report, to combat the gaps often found in the

likelihood of school success related to ethnicity or

forms of disability, the adoption of innovative

approaches such as OER as a way of providing

opportunities to achieve fair and comparable results

has become increasingly common. The authors of this

report also add that one conclusion of the efforts

being made to make education accessible to all is that

"one size does not fit all", so equal access is not an

unique method of solving equity problems.

Therefore, while OER can play an important role

in promoting equity by providing open access to

educational materials, a continuous effort is needed

from the school community to address the specific

barriers and challenges that prevent equitable access

to education. Equity of access to OER can only be

achieved by working together and taking a context-

sensitive approach to meet the diverse needs of

students. To achieve this, it is essential to listen to the

students and adapt the OER to allow the student's

needs and life experiences to be incorporated into

their learning method (Kukulska-Hulme et al., 2021).

In fact, the existence of OER evaluation tools,

such as the one discussed above, is essential to

alleviate some of the challenges associated with these

resources, namely the identification of relevant and

quality resources (Elias et al., 2020). However, other

challenges remain.

Since access to OER generally depends on access

to the internet and a computer or other devices, to

overcome the barrier of lack of access to these means,

it is useful to integrate these resources into school or

university libraries, since library resources and

services are available to all students, regardless of, for

example, ethnicity or financial situation. Thus, the

OER Paris Declaration (2012) recommends

promoting ICT (Information and Communication

Technologies) strategies and providing connectivity

and access to ICT for students and staff in education

systems, since accessing and sharing these resources

is usually done through ICT.

In order to improve the equity of OER, it is

important to clarify the difference between the terms

"equity" and "equality" for OER authors. Although

both are important in this context, equality seeks to

treat everyone in the same way, regardless of their

needs; while equity treats people in different ways,

recognizing their needs and what each person needs.

Since the principles of OER are freedom of

dissemination, reuse and adaptation, and since it is

possible to create different versions of the initial

ideas, it is possible to obtain different resources on the

same topics, changing formats, languages, technical

support and pedagogical character. In this way, to

achieve equity, teachers can adapt OER according to

the needs of each student. This makes it possible to

obtain different formats of the same content

according to the needs of the students.

In addition, "teaching professionals need to build

and improve new skills that help them in the

teaching/learning dynamic" (Nobre and Mallmann,

2016, p. 154), to keep up with the potential of OER

brought about by technological advances and

evolution in the educational context.

Finally, the fairness of OER can and should also

be guaranteed by training teaching professionals and

OER creators to improve the use of OER. This could

be done through training and motivation actions for

teachers, legislators, educators, students, etc. "with a

view to producing and sharing high-quality and

accessible educational resources, taking into account

local needs and the full diversity of learners" (Paris

OER Declaration, 2012, p. 2). This training could be

done through open videos and MOOCs (Massive

Open Online Courses) that explain how to develop

and use OER considering the needs and difficulties of

different types of learners.

In short, to achieve equity in OER, it is essential

to equip students and teaching professionals with

equity-oriented strategies to improve teaching,

considering the needs of each student. Some

proposals for this equipment include:

i. Identifying students' skills, interests and

needs by listening to them. This can include,

for example, working on answering specific

questions that will later allow the teacher to

identify these aspects in each student. By

understanding the individual needs of each

student, educators can personalize teaching,

ensuring that everyone has fair opportunities

to learn (Amzil, Aammou & Zakaria, 2023).

ii. Understanding the various types of barriers

(cultural, social, economic, heritage) to

achieving results. Recognizing these

barriers is key to creating an inclusive and

equitable environment (Hollings, 2021).

iii. Adapting and adjusting the OER based on

these needs and barriers, and according to

the needs of each student, thus obtaining

different formats of the same content to

apply according to the needs of each student.

This adjustment and adaptation allows

educators to provide personalized support,

ensuring that all students can access and

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benefit from the content (Luís, Intriago &

Cadenas, 2019).

iv. Training for teaching professionals and OER

creators, explaining how to use and develop

OER considering the needs and difficulties

of each type of student. This provides OER

creators with strategies that will guide them

in creating equitable resources, considering

the diversity of needs of various students,

promoting inclusive and equitable practices.

(Okonkwo, 2012).

v. Provision by the educational institution of

access to internet and ICT, so that students

unable to access it at home can access OER

at school or university. This guarantee is key

to eliminating disparities in access to OER

and promoting equitable learning

opportunities (National Center for

Education Statistics, 2018).

vi. Develop training and digital literacy

programs for students and families, enabling

them to effectively use technology to access

available resources (Maphosa & Bhebhe,

2019).

vii. Assist students in translating OER that are

not available in their language. This will

allow language barriers to be overcome,

ensuring that all students can understand and

benefit from the content of the OER,

regardless of the language in which it was

originally written (Beaven et al., 2013).

viii. Provide guidance and training on how to

search for, evaluate and select suitable, high-

quality OER for different purposes and areas

(Chicaiza et al., 2017). This guidance allows

students and teachers to make informed

choices regarding the selection and filtering

of OER, ensuring that everyone has access

to relevant and effective OER.

ix. Promote media education and critical

thinking from an early age, teaching students

to assess the credibility of online

information sources (Šmakić, K, 2016).

x. Educate educators and students about the

different types of copyright licenses and

their implications, and provide guidance and

resources on how to use and adapt OER

according to the specific licenses, enabling

them to use the resources legally and

ethically. (Fong & Por, 2014).

The application of these proposals can help to

reduce the challenges related to equity in OER,

contributing to effective use of OER and promoting

equity in education.

4 CONCLUSIONS

This study has demonstrated the importance and

potential of OER in promoting equity in education.

In fact, considering the benefits of OER, these

resources can be highly effective in promoting equity

in education, when applied correctly. However, to

achieve this goal, it is crucial to overcome the

challenges and obstacles identified.

OER offer opportunities to improve learning

outcomes, reduce the costs of education and increase

the quality of teaching by enabling the sharing of

resources. By allowing free access to high-quality

educational materials and flexibility in the use,

adaptation and distribution of these resources, OER

have the power to reduce disparities in access to

knowledge and the quality of education.

However, it is crucial to recognize that promoting

equity through OER faces significant challenges,

such as lack of access to technology, lack of digital

skills, language barriers and difficulties in identifying

and selecting relevant and appropriate materials. To

overcome these obstacles and maximize the potential

of OER in promoting equity, it is necessary to adopt

a comprehensive and equity-oriented approach,

namely through the use of OER evaluation platforms,

the promotion of access to quality teaching materials

that are inclusive and adaptable to students' needs,

and also the development of digital literacy programs,

the provision of internet and ICT resources, and the

empowerment of educators and students in finding

and filtering OER.

This paper also concludes that the use of OER in

education must always consider the needs of students

in order to truly contribute to equity. In this sense, by

implementing these and other student-focused

strategies identified in the previous chapter,

educational institutions can create an equitable

environment where all students have equal access to

quality educational resources. Thus, OER adopted in

educational contexts can improve the quality of

teaching by providing equal learning opportunities, if

applied correctly.

ACKNOWLEDGEMENTS

This work is financially supported by national funds

through FCT – Foundation for Science and

Technology, I.P., under the project

UIDB/05460/2020.

How Can Open Educational Resources Promote Equity in Education?

137

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