Collaborative Approaches in Open Education: Leveraging OER Creation, Adaptation, and Use for Sustainable Development
Abstract
There is scarcity of teaching and learning materials in our African education system and that which is available is costly and because of lack of knowledge and skills of how to, it is used as is and not localised to learner needs. To close this gap, this study explores the role of collaboration in the creation, adaptation, and use of OER among educators in Initial Teacher Education (ITE) programs across five African institutions. Through a qualitative research approach, focus group discussions reveal that institutional support, peer collaboration, and contextual adaptation are critical to overcoming barriers to OER adoption. The activity theory was adopted as a lens for this study. Findings indicate that collaborating teacher educators recognize the benefits of OER, successful implementation requires a bottom-up approach, where teachers co-develop resources suited to local needs. Additionally, training and advocacy are essential in equipping educators with the skills and confidence to engage in OER practices. Collaborative networks, institutional policies and partnerships with service providers (e.g. instructional designers) can further facilitate the accessibility and sustainability of OER. By fostering a culture of shared knowledge, this paper argues that OER adoption can contribute to building resilient education systems that support sustainable economic development.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 5106
Subjects: Collaboration; Open Educational Resources; Teacher Education; Sustainable Development; Institutional Support
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Date
2025-09-12
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Commonwealth of Learning (COL)