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Open Educational Resources in Ukraine: Current Status and Future
Directions
Yevheniia Andriichenko
FH Campus 02
Austria
yevheniia.andriichenko@campus02.at
Martin Ebner
Graz University of Technology
Austria
martin.ebner@tugraz.at
Sandra Schön
Graz University of Technology
Austria
sandra.schoen@tugraz.at
Abstract: This study investigates the current landscape and perceived need for Open
Educational Resources (OER) in Ukraine. A comprehensive literature review and analysis of
national and international sources was undertaken, and the research identified key benefits of
OER, such as affordability, accessibility, and adaptability. The relevance of these benefits in
the context of Ukraine's ongoing digital transformation and crisis conditions was also explored.
Survey data and academic initiatives indicate a growing interest in OER among educators and
librarians, although awareness and implementation remain uneven, particularly in rural areas.
Barriers such as limited digital infrastructure, low digital literacy, and lack of familiarity with
licensing were also identified. The study draws upon successful practices from Austria and
Germany, emphasising the need for coordinated national strategies, policy development, and
educator training. While the research does not confirm a universal demand for OER, it shows
clear potential and interest, laying the groundwork for future empirical studies to assess the
educational impact of OER implementation in Ukraine.
Keywords: Open Educational Resources, education, Ukraine
1. Introduction: Benefits of Open Educational Resources (OER) and their integration
worldwide
Open Educational Resources (OER) have become a transformative force in the educational landscape, offering
numerous benefits that significantly impact the quality of education. One of the most notable benefits of OER is their
ability to reduce financial barriers for students. By providing free access to high-quality educational materials, OER
can alleviate the financial burden associated with traditional textbooks, which is especially beneficial for historically
underserved populations, including first-generation college students and low-income individuals (Redmond &
Howard, 2021; Jenkins et al., 2020).
Furthermore, OERs contribute to a more inclusive educational environment by facilitating diverse learning
experiences. They can enable teachers to adapt and tailor resources to the specific needs of their students, thereby
facilitating a more personalized learning experience (Rebecca Oluwayimika & Idoghor, 2023; Müller, 2021; Okwu
et al., 2023). This ability to adapt is critical to addressing diverse learning styles and student experiences, which can
increase engagement and retention rates (Müller, 2021; Kelly et al., 2022; Baas et al., 2019).
The impact of OER extends beyond individual classrooms and impacts broader educational practices and
policies. The widespread adoption of the OER landscape could lead to systemic changes in how educational
institutions approach resource allocation and curriculum development, ultimately contributing to more equitable
education (Palkova et al., 2021; Müller, 2021). For example, the use of OER is consistent with global education
goals, such as those outlined by UNESCO, which emphasize the importance of accessible and inclusive education
for all (Palkova et al., 2021). OERs contribute to a collaborative learning environment as they encourage the sharing
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Finally published in:
Andriichenko, Y., Ebner, M. & Schön, S. (2025).
Open Educational Resources in Ukraine:
Current Status and Future Directions. In T.
Bastiaens (Ed.), Proceedings of EdMedia +
Innovate Learning (pp. 1034-1043). Barcelona,
Spain: Association for the Advancement of
Computing in Education (AACE). Retrieved May
26, 2025 from https://www.learntechlib.org/
primary/p/226255/.
and remixing of materials among educators, thus fostering a culture of collaboration and innovation in teaching (Lin,
2019).
1.1 Integration of OER into education. Examples of world practice
In the following, we outline the adoption of Open Educational Resources (OER) in some countries and
organizations, drawing on examples from around the world.
In Austria, the “Open Education Austria Advanced” initiative is an example of efforts to create an
infrastructure to support OER in higher education institutions. This initiative includes the development of
certification procedures that recognize the competence of teachers in the use of OER, thereby promoting a culture of
open educational practices (Schön et al., 2021). For example, Graz University of Technology has developed tools
and procedures that facilitate the transfer of OER from its learning management systems to its repository, making it
easier for educators to access and reuse these resources (Ladurner et al., 2020). In addition, the national MOOC
platform iMooX.at serves as a vital resource for the dissemination of OER, particularly in the context of microcredits
and joint educational initiatives between European university alliances. Academic libraries in Austria are
increasingly involved in the development and dissemination of OER, aligning their services with UNESCO's
recommendations on open education. This involvement not only increases the accessibility of resources but also
supports teachers in finding and effectively using high-quality OER (Ebner, 2023).
The case of the Norwegian NDLA platform is an example of how publicly funded OER can support
diversity and inclusion in education by ensuring all learners have equitable access to quality resources (Müller,
2021).
The article “Transformative curriculum design through open educational resource creation. Collected
Essays on Learning and Teaching” discusses the development of an Open Educational Resource (OER) called
CRICKET at Thompson Rivers University (TRU) in Canada. The authors aimed to create a resource that would
promote equity, accessibility, and flexibility in learning while also considering the diverse perspectives of the
community (Dinkel, 2023). CRICKET focuses on three main areas of curriculum planning and development: the
formulation, alignment, and representation of learning outcomes; the selection and alignment of instructional
strategies and interventions; and the alignment of assessment outcomes at all levels. In addition, CRICKET serves as
a community-building tool, encouraging participants to share their work and ideas with colleagues. The authors
conclude that OER has the potential to transform not only the ways in which information is disseminated and used,
but also the processes involved in its creation.
Ali, Knight & Schroeder (2022) describe the benefits and barriers to integrating OER in higher education
using a case study. In this article, the authors present two practical approaches used by the Research Group for
Learning Technologies at the RWTH Aachen University to improve the effectiveness of OER use in higher
education. The first involves training teachers in the concept of OER, and the second involves providing technical
support to teachers during the production of OER (Ali et al., 2022).
In the article “An Introduction to Open Educational Resources and Their Implementation in Higher
Education Worldwide” Atenas, Ebner, Ehlers, Nascimbeni & Schön describe current forms of OER implementation
in higher education around the world and discusses aspects such as the importance, development, understanding,
opportunities, debates, criticisms and prospects for innovation through OER. The research concludes that: OER have
become more strategic in higher education, but adoption is still fragmented, and proprietary resources remain the
norm; Educators need adequate training and competence to effectively use open licences and integrate OER into
their teaching practice; Research into the current adoption and use of OER is important to understand the progress
and significance of OER in higher education (Atenas et al., 2024).
1.2 The impact of OER on the quality of education
Research shows that implementing OER not only results in cost savings but also correlates with improved academic
performance and increased student engagement (Nusbaum et al., 2020; Clinton et al., 2021). For example, studies
have shown that students who use OER often achieve comparable or better results than those who use traditional
resources, thus challenging the notion that free materials equate to lower quality (Hilton, 2019).
In addition to increasing accessibility and engagement, OER also encourages innovative pedagogical
practices. Educators are empowered to embrace open pedagogies, which involve collaborative and participatory
approaches to learning that engage students as co-creators of knowledge (Hilton et al., 2020; Cronin & MacLaren,
2018). This change not only enriches the learning experience but also promotes critical thinking and self-regulated
learning as students take responsibility for their learning journeys (Lima, 2023). The shift towards open education is
changing pedagogical approaches in Austrian higher education. The flexibility of OER allows teachers to modify and
reuse materials, which can lead to a more engaging and relevant learning experience for students (Schön & Ebner,
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2019). This adaptability is particularly important in the context of adult education, where learners often have diverse
needs and experiences (Schön & Ebner, 2019).
As Open Educational Resources (OER) continue to play an increasingly significant role in education
worldwide, this study examines where Ukraine currently stands in terms of adoption, challenges, and opportunities,
providing insights into its development within the global OER movement.
2. Aim and research approach
The purpose of this study is to assess the current state of use of Open Educational Resources (OER) in Ukraine and
to determine the level of demand for them among teachers, students and educational institutions. The focus is on
analysing the benefits and challenges associated with the implementation of OER, as well as identifying the
prospects for their further development in the context of the digital transformation of education. The study also aims
to integrate the experiences of the international community in the use of OER to provide recommendations for
adapting these approaches to the needs of Ukraine.
To provide a broad, contextualized understanding of the topic, a narrative review approach was chosen to
allow flexible interpretation of a wide range of academic and open access sources. The review researches such key
issues as:
Relevance of OER for the Ukrainian education system.
Level of openness and readiness to use OER in practice among teachers, librarians and students.
Level of awareness of OER among stakeholders.
Barriers to the implementation of OER in education.
Analysing examples of implemented practices in Ukraine for their compliance with OER conditions.
So, this study used a narrative approach to the analysis of scientific literature and open sources. The following
criteria were used to select publications:
Relevance: articles published since 2018 to provide a modern, in-time context.
Representativeness: publications related to both global OER experience, and the specifics of Ukraine were
included.
Accessibility: only articles available online in open sources or through academic databases were analysed.
3. The Status Open Educational Resources in Ukraine
In the following, an analysis of Ukraine's current OER landscape based on a review of recent research literature is
presented.
3.1 Relevance of the topic
First, the analysis outlines the general relevance of the topic, highlighting its importance in the context of global
educational developments: Ukrainian research papers generally also emphasize the significance of OER, often
referencing UNESCO's recommendations and frameworks. So, for Nykyporets (2023) Open Educational Resources
(OER) plays a crucial role in modern education, promoting equitable access to knowledge, reducing the financial
burden of educational materials, and supporting lifelong learning initiatives. As stated by UNESCO, OER not only
improves access to quality educational content, but also promotes innovation in the learning process, thereby
empowering both teachers and learners (Nykyporets, 2023). This empowerment is particularly important in the
context of Ukraine, where ongoing digital transformation and educational reforms underscore the relevance of OER.
Integrating open resources can effectively address accessibility challenges faced by different segments of the
population, especially given limited financial resources and geographical barriers (Voloshynov et al., 2020).
In Ukraine, the adoption of OER is further enhanced by the current socio-political climate, including the
aftermath of the war, which has led to significant population displacement and increased demand for distance
learning solutions. The use of OER facilitates access to education even in emergency conditions, thereby supporting
the continuity of learning for both students and teachers (Nykyporets, 2023; Voloshynov et al., 2020). Research
shows that the realities of distance learning in Ukraine are changing, and many higher education institutions are
beginning to provide access to online courses and resources that are popular for maintaining educational standards
during the crisis (Voloshynov et al., 2020). In addition, the role of libraries as publishers of open educational
materials is gaining recognition, as they contribute to the democratization of knowledge and the provision of free
educational resources, which can significantly improve the learning environment for all students, including those
with disabilities (Kolesnykova, 2019).
The potential of OER in Ukraine is further highlighted by a survey of university librarians, which revealed a
strong desire among librarians to increase their competence in supporting OER initiatives. This indicates a growing
awareness of the importance of OER for the future of education in the country (Kolesnykova & Matveyeva, 2021).
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The results obtained indicate that addressing organizational, economic, and motivational factors is crucial for the
successful implementation and sustainability of OER in the educational environment of Ukraine (Kolesnykova &
Matveyeva, 2021). By aligning educational programs with international standards through OER, Ukraine can
promote its integration into the global educational community, ultimately enriching the educational experience of its
citizens (Nykyporets, 2023; Voloshynov et al., 2020).
The ongoing conflict has also prompted a focus on the psychological well-being of students and faculty,
adapting curricula to address the stress and anxiety caused by the war (Ameridze et al., 2022; Sytnykova, 2023). This
holistic approach to online education emphasizes not only academic success, but also the mental health of
participants in the educational process (Huretska, 2023; Sytnykova, 2023).
3.2 Level of openness and readiness for OER among academic staff, students, and the library
One of the important studies among the scientific and pedagogical staff, librarians, was conducted as part of the
Optima project during 2021-2023 (Kormann et al., 2024). The project received 24,705 responses from members of
the student community and academic community of Ukrainian higher education institutions, which, in the author's
opinion, may indicate interest in OER in Ukraine.
The report is not directly related to OER, but it covers research on Open Science in general. Since OER is a
part of Open Science (OS) by definition (UNESCO, 2021), we will consider several interesting results. Direct quote
from the report: “On attitudes towards OS, we observed that the majority of respondents agreed with the statements
on OS (except for one), indicating that OS practices are generally perceived as relevant and desirable.” (Kormann et
al., 2024, p. 5). This statement was used in describing the results of the study and indicates a high interest of the
interviewees in Open Science in general.
The following two questions from the Optima project survey reflect respondents' attitudes towards open
access (Kormann et al., 2024):
Q51, page 74: Higher education institutions should provide open access to their educational resources
(textbooks, manuals, various digital tools, etc.) for everyone. About 50% of respondents completely
agree about 30% tend to agree, which together amounts to 79.8% over 3 years (2021 - 78.62%; 2022 -
81.45%; 2023 - 79.07%). The trend has practically not changed over the three years.
Q32, page 74: Students and teachers use unauthorized software (so-called “pirated software”). 54% of
respondents at least sometimes (of which 30% often) use the so-called “pirated software”. Trend: “never”
decreased from almost 50 to 40 over three years, the remaining indicators increased by several %, which
indicates an increase in interest in open access.
The reasons that encourage users to use “pirated software” can be many and varied, such as the high price of the
product, the complexity of use, the unwillingness to pay for an intellectual product, and others. This issue requires
further research. But the answers to this question from the Optima report also indicate a fairly high interest in
resources with open access.
3.3 Level of awareness of OER among faculty, students and librarians.
The level of awareness of open educational resources (OER) in Ukraine is a complex issue that reflects both the
challenges and opportunities present in the current educational environment. Recent research indicates that despite
the growing recognition of OER among educators and institutions, significant gaps in awareness and implementation
remain, especially among librarians and in rural areas.
The study by Kolesnykova and Matveyeva highlights that awareness of OER among university librarians in
Ukraine is still limited, with many librarians lacking the necessary skills to support the development and use of these
resources in educational institutions (Kolesnykova & Matveyeva, 2021). This conclusion is supported by Shemaieva
and Kostyrko, who describe OER as a relatively unexplored area for the library community in Ukraine, suggesting
that practical implementations, such as the creation of open textbooks, are still in their infancy (Shemaieva &
Kostyrko, 2022). Limited awareness among librarians is critical as they play a key role in facilitating access to OER
and supporting educators in integrating them into curricula.
On the other hand, Nykyporets reports that there has been a noticeable increase in the implementation of
OER in Ukraine thanks to government initiatives and international cooperation (Nykyporets, 2023). This suggests
that while awareness may be uneven, there is a positive trend towards recognising the potential of OER to
democratise knowledge and enhance lifelong learning opportunities. The research shows that OER has had a positive
impact on student engagement and critical thinking skills, which are essential for modern educational practice
(Nykyporets, 2023).
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Kolesnykova's research highlights the role of libraries as key players in the OER landscape, noting that
many educators are beginning to support open education initiatives, particularly in creating and reviewing open
textbooks (Kolesnykova, 2019). This is consistent with the findings of Nykyporets, who emphasizes that the concept
of OER has attracted significant attention in Ukraine, having the potential to democratize knowledge and expand
lifelong learning opportunities (Nykyporets, 2023).
Director of the Scientific and Technical Library of NTU “KhPI” Yulia Glavcheva, in her presentation dated
10/27/2023 on the topic “Open Educational Resources in Ukraine: Reality and Potential”, presents the results of a
survey on the topic of Open Educational Resources. The survey was conducted from October 6 to 26, 2023, and 581
people participated in it, of whom 33.7% were library employees, 32.2% were students, and 30.1% were
representatives of the scientific and pedagogical staff (Glavcheva, 2023).
To the question “Are you familiar with the concept of OER?” 53.7% of respondents answered “yes”, 21% answered
“no” and 25.3% “heard something”. “Yes” answered 49.7% of library employees, 25.6% of representatives of
scientific and pedagogical staff and 21.1% of students. To the question “Have you ever used OER in the educational
process?” 44.2% of respondents answered “yes”, 42% answered “no” and 13.8% of respondents answered that “the
concept is not familiar.” To the question “Are you an author of publications related to Open Educational Resources?”
75.9% of respondents answered “no”, 11.7% answered “yes” and 11.7% answered “cannot answer, the concept is not
familiar”. To the question “Are you aware of the existence of the Creative Commons license?” 36.5% of respondents
answered “yes”, the remaining 65.3% answered “no”. Of those who answered “yes”, 54.7% were library employees,
the remaining 45.3% were equally divided between students and representatives of the scientific and pedagogical
staff. To the question “What concepts would you like to receive more information about?”, respondents answered as
follows: 63.2% about OER and Creative Commons licenses, 22% about only OER, 8.4% about only Creative
Commons public licenses, and 6.4% consider these topics not relevant.
The following quote presents the conclusions drawn by the author based on a survey (Glavcheva, 2023) (translation
from Ukrainian):
«Conclusions:
The topic of using, adapting and redistributing OER is relevant.
Libraries are active participants in the implementation of OER.
Simultaneous work is needed in the areas of popularization and skills of creation and use.
OER have untapped potential for information support of education»
3.4 Barriers to the implementation of OER in Ukraine
Surveys conducted among Ukrainian educators show that despite high levels of interest in OER, many teachers face
challenges related to digital literacy and access to technology. For example, Ivaniuk and Ovcharuk found that
teachers reported a significant need for support in using digital tools for distance learning, which directly impacts
their ability to engage with OER (Ivaniuk & Ovcharuk, 2021). Furthermore, the survey results indicate that many
educators are not fully aware of available OER, which limits their ability to use these resources in their teaching
practice (Semerikov, 2023).
The impact of the ongoing conflict in Ukraine has further complicated the situation. Kolesnykova et al. have
discussed how OER can serve as a vital resource during crises, providing quality educational materials in the
Ukrainian language and helping to preserve cultural identity amidst external threats (Kolesnykova et al., 2022). This
is especially relevant as many educational institutions have transitioned to online learning, where OER can play a
crucial role in supporting educational continuity (Bakhov et al., 2021). However, challenges with internet access and
technological infrastructure, especially in rural areas, continue to hinder the effective use of OER (Semerikov, 2023;
Falfushynska et al., 2021).
One of the challenges facing Ukraine is technological barriers such as the need for reliable digital
infrastructure and effective use of learning management systems (LMS) to facilitate communication and resource
sharing between teachers and students (Ivaniuk and Ovcharuk, 2020; Kalachova et al., 2023). As well as the need for
professional development among educators, these have prompted ongoing discussions about the future of distance
education and the role of OER in creating an inclusive learning environment (Mintii et al., 2021).
Sociocultural factors also play a significant role in the barriers to OER integration. Language barriers are particularly
pronounced in the context of Ukraine, where there is a strong demand for quality educational materials in the
national language (Kolesnykova et al., 2022). The creation and adaptation of OER in Ukrainian is essential to ensure
that these resources are accessible to all learners. However, the rapid need for such materials during a crisis, such as
an ongoing war, complicates the situation (Kolesnykova et al., 2022). In addition, the cultural perception of OER as a
legitimate form of educational resource is still evolving, which may affect the willingness of teachers to use these
resources in their teaching practices.
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3.5 Implemented OER practices in Ukraine
Before the pandemic, distance learning was already gaining momentum, with platforms such as Prometheus (Link)
providing access to massive open online courses (MOOCs) developed by leading experts (Voloshinov et al., 2020).
However, the pandemic, and now the war, necessitated a rapid shift to online formats and blended learning models,
forcing educators to use a variety of digital tools and platforms to facilitate learning (Huretska, 2023). This shift was
not just a temporary measure; it led to a reassessment of educational practices, with many institutions recognizing the
potential of blended learning models that combine online and in-person learning (Shelever and Kibenko, 2023;
Hasynets, 2024).
The Prometheus platform has become a significant player in the online education market in Ukraine,
especially in the context of the growing demand for digital learning solutions. Founded in 2014, Prometheus quickly
gained popularity, hosting a significant share of online courses among Ukrainian platforms. As of May 2020, it
offered 130 courses, which accounted for approximately 55% of the total number of online courses available on
Ukrainian platforms, including EdEra (Link) and OUM (Open University of Maidan) (Sharov, 2023; Sharov et al.,
2021). This growth reflects a broader trend towards increasing adoption and use of massive open online courses
(MOOCs) in Ukraine, which has been particularly pronounced in recent years due to the challenges associated with
the COVID-19 pandemic and ongoing geopolitical tensions (Hladchenko et al., 2022; Sherman, 2022).
In addition, the development of online platforms such as the Open University of Maidan (OUM) illustrates
the potential of OER to meet diverse educational needs. The OUM platform is designed to provide a personalized
learning experience, featuring exclusively Ukrainian-language content and tools for tracking educational progress
(Sharov et al., 2021).
Digital OER (open textbooks, posters, presentations, video lectures), created by teachers with the support of
specialists from the scientific library of the Ukrainian State University of Science and Technology (UDUST), are
placed/integrated in the university repository CRUST (text OER) (Link), which is indexed by the global Google
Scholar system and to the international platforms OERSI (Open Educational Resources Search Index, Link) and TIB
AV-Portal (Link) from the Leibniz Information Centre for Science and Technology and Leibniz University
Hannover Library (TIB), Germany (Kolesnykova, 2024).
The experience gained during the pandemic has provided educators with the necessary skills to effectively
implement online teaching despite the challenges of war (Sytnykova, 2023; Sytnykova, 2024). Research shows that
the ability to use digital tools has become crucial for teachers as they navigate the complexities of delivering
education under such unprecedented circumstances (Ivaniuk & Ovcharuk, 2020).
The increasing availability of digital education initiatives has a positive impact on human capital
development in Ukraine. Educators who work with digital platforms demonstrate improved critical thinking and
teamwork skills, which are important in the modern educational context (Melnyk, 2023).
However, despite the existence of open access educational platforms and resources, there is no indication
that they are OER and have a Creative Commons licence, hat is appropriate for OER. During this research, no
Creative Commons licensed educational objects or courses were found on the Prometheus, OUM and EdEra
platforms mentioned in this paper. On the CRUST platform there is an opportunity to apply a filter and select OER,
but these objects usually have a CC BY-NC-SA 4.0 licence, which in turn is not suitable for OER. On the
Prometheus platform it is possible to find courses by foreign authors, access to which is provided, but the original
content is on another platform under copyright.
Often Ukrainian authors cited in this study, writing about OER in different contexts, first define OER
according to the UNESCO version and then provide examples of OER implementation in Ukraine on the above-
mentioned platforms, where there are no licensed OER. It could therefore be interpreted as suggesting a lack of clear
rules for the creation and implementation of OER in Ukraine, or perhaps an inconsistent implementation of these
rules.
4. Discussion
The present study has conducted a comprehensive review of the extant literature on the subject, the results of which
allow several general conclusions to be drawn. Firstly, there is a strong interest in Open Educational Resources
(OER) in Ukraine, particularly among university librarians and faculty. This interest is supported by survey results,
the number of publications and studies on OER analysed in this paper, and individual initiatives by educational
institutions and associations. However, awareness of OER remains uneven, with levels of awareness being lowest in
some regions, especially rural ones, and understanding of licensing principles, such as open licensed or Creative
Commons licenses in general, remaining limited.
The study does not permit the determination of whether there is a pervasive necessity for OER, nor does it
ascertain their substantial impact on educational outcomes. Rather, it appraises the degree of interest and
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preparedness exhibited by pivotal stakeholders within the educational process to implement them. Concurrently, the
advantages of OER, including the reduction of financial impediments, enhanced flexibility, and the capacity for
personalised learning, render them potentially substantial for Ukrainian education, particularly within the context of
the crisis engendered by the pandemic and war.
Whilst there are encouraging examples of open resources implementation on the EdEra, Prometheus, and
Open University of Maidan (OUM) platforms, as well as in university repositories, a systematic approach to
disseminating OER remains conspicuously absent. The level of awareness of Creative Commons licences is
extremely low, as evidenced by the results of Gladchenko's studies, for example, and there is no practical application
of Creative Commons licences on the most popular online educational platforms in Ukraine. It is evident that the
concept of OER in Ukraine is predominantly associated with the free availability of educational materials, and
almost nothing is known about their authorship or copyright. This observation underscores the necessity to enhance
the competencies in the field of OER in Ukraine. Initiatives are fragmented, and the state strategy in this area is still
in the process of formation. This situation is particularly problematic as the Ukrainian population is partially
dispersed across different countries due to the consequences of the war, with the copyright laws of the host country
applying.
The experience of Germany and Austria demonstrates the importance of comprehensive support for the
implementation of OER, including teacher certification, the creation of national platforms, the development of
policies, and the establishment of communities of practice (Ebner et al., 2022; Orr et al., 2017). To assess the true
impact of OER on education in the country, further empirical steps are required. These should include analysis of
digitalisation strategies in universities, monitoring the presence of OER on their official resources, studying local
educational policies, and implementing pilot projects. These projects should then be analysed with a view to
educational results. In view of the points, it is recommended that the next stage in the research process should entail
the implementation of a second empirical approach, analogous to that presented in Orr's work (Orr et al., 2017). The
present study constitutes a policy analysis and an overview of the OER landscape in Germany, based on the authors'
own experience and interaction with the OER community. In addition, it would be appropriate to apply and study
various assessment methods, such as those described by Ebner (Ebner et al., 2022), and to conduct a comparative
analysis with successful examples of implementation in other countries.
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