Open Educational Resources (OER) and Their Impact on Instructional Equity in BS Education Classrooms

Abstract

This qualitative case study investigates the impact of Open Educational Resources (OER) on instructional equity in BS Education classrooms at the Department of Education, University of Narowal, Pakistan. The research addresses two key questions: how OER are perceived by students and instructors in terms of instructional equity, and what challenges and opportunities emerge in their implementation. Using a purposive sampling technique, 12 participants (six faculty members and six BS Education students) were selected. Data were collected through semi-structured interviews and document analysis of course outlines and teaching materials. Thematic analysis (Braun & Clarke, 2021) was applied to interpret the data. Findings revealed that both students and teachers viewed OER as effective tools for promoting fairness in education by enhancing access and reducing financial constraints. Instructors reported that localizing OER content into native languages and involving students in content creation fostered a sense of belonging and participation. However, significant barriers were also identified, including limited digital access, lack of institutional training, and insufficient policy frameworks to support OER integration. The study concludes that while OER hold transformative potential, their success in promoting instructional equity depends on institutional support, digital infrastructure, and faculty development. The research fills a gap in localized OER literature and offers recommendations to align OER adoption with Sustainable Development Goal 4 (Quality Education) through inclusive and equitable educational practices in teacher education programs.

Keywords: Open Educational Resources (OER), Instructional Equity, BS Education, Critical Pedagogy, Open Pedagogy, Equity Literacy, Higher Education, Teacher Education, Digital Inclusion , Sustainable Development Goal 4 (SDG 4)