Open Educational Resources in German Higher Education – An International Perspective

Victoria I. Marín
Carl von Ossietzky University of Oldenburg

Olaf Zawacki-Richter
Carl von Ossietzky University of Oldenburg

Svenja Bedenlier
Innovation in Learning Institute, University of Erlangen–Nuremberg


The term Open Educational Resources (OER) is buzzword in education systems around the world and their potential has even been highlighted with the pandemic crisis as an aid in education systems. However, it is still far from reaching the promises that were envisaged for them. This is especially true for Germany, where challenges have been identified in terms of OER infrastructure and adoption at a macro, meso and micro level. In this study, factors such as OER infrastructure, policy, quality and change are considered in German higher education from an international perspective (Australia, Canada, China, Japan, South Africa, South Korea, Spain, Turkey and the United States). As part of a broader research project, this comparative case study between higher education (HE) systems internationally provides insights into OER that could be useful for other HE systems, institutions and faculty members moving towards OER in these times.

Full Text:



  • There are currently no refbacks.