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<p>Open Educational Resources (OER) are widely promoted to expand access, equity and sustainability, yet adoption often stalls after pilot stages when teachers lack localisation capability, usability is weak, or materials misfit learners’ cultural and accessibility needs. This conceptual paper proposes an equity-centred socio-technical framework integrating Technological Pedagogical Content Knowledge (TPACK), an extended Technology Acceptance Model (TAM), communities of practice, and equity-by-design principles. The model theorises that teachers’ TPACK-enabled design work improves OER quality and contextual fit, raising perceived usefulness and perceived ease of use (TAM), while equity mechanisms (redistributive, recognitive and representational justice) and institutional supports (professional development, repositories, licensing clarity, mentoring and infrastructure) stabilise continued use by reducing the transaction costs of reuse and adaptation. Two contrasting case illustrations—Guttman Community College’s OER statistics redesign and Vietnamese secondary teachers’ technology integration—show how these mechanisms manifest in well-resourced and resource-constrained settings. The framework contributes by specifying testable pathways linking design capability, acceptance beliefs and equity criteria to sustained adoption, and by translating UNESCO OER priorities (SDG 4 and SDG 10) into actionable design and implementation levers. We advance four propositions to guide future structural equation modelling and longitudinal mixed-method empirical validation.</p>

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An equity-centred unified framework for sustainable adoption of open educational resources

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月7日

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  • Cheng Xuchuan,
  • Norazrena Abu Samah

摘要

Open Educational Resources (OER) are widely promoted to expand access, equity and sustainability, yet adoption often stalls after pilot stages when teachers lack localisation capability, usability is weak, or materials misfit learners’ cultural and accessibility needs. This conceptual paper proposes an equity-centred socio-technical framework integrating Technological Pedagogical Content Knowledge (TPACK), an extended Technology Acceptance Model (TAM), communities of practice, and equity-by-design principles. The model theorises that teachers’ TPACK-enabled design work improves OER quality and contextual fit, raising perceived usefulness and perceived ease of use (TAM), while equity mechanisms (redistributive, recognitive and representational justice) and institutional supports (professional development, repositories, licensing clarity, mentoring and infrastructure) stabilise continued use by reducing the transaction costs of reuse and adaptation. Two contrasting case illustrations—Guttman Community College’s OER statistics redesign and Vietnamese secondary teachers’ technology integration—show how these mechanisms manifest in well-resourced and resource-constrained settings. The framework contributes by specifying testable pathways linking design capability, acceptance beliefs and equity criteria to sustained adoption, and by translating UNESCO OER priorities (SDG 4 and SDG 10) into actionable design and implementation levers. We advance four propositions to guide future structural equation modelling and longitudinal mixed-method empirical validation.