Open Educational Resources in the Indian Context: A Comparative Empirical Analysis with Developed and Developing Countries

DOI

https://www.doi.org/10.59256/indjcst.20260501026

Published In

Volume 5, Issue 1 (2026)

Published Online

January-April 2026

Pages

183-185

Article Type

Original Article

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Open Educational Resources (OER) have emerged as a transformative mechanism for expanding access to knowledge, reducing educational costs, and supporting pedagogical innovation worldwide. Since the adoption of the UNESCO (2019) Recommendation on OER, governments and higher education institutions have increasingly incorporated open content into national digital education strategies. This study presents a comparative empirical analysis of OER ecosystems in India, developed countries (including the United States, United Kingdom, and Canada), and other developing nations. Drawing on adoption statistics, policy documentation, infrastructure data, cost-savings research, and learning outcomes studies, the paper positions India as a hybrid model—characterised by strong centralised policy leadership and large-scale implementation, yet constrained by infrastructural inequities and uneven institutional integration. Developed countries demonstrate institutional maturity, diversified funding mechanisms, and robust quality assurance systems, while many developing countries rely on donor-supported, project-based initiatives. The study concludes with policy recommendations and future research directions aimed at strengthening sustainability, equity, and global collaboration in OER ecosystems.