Exploring the Pedagogical Implications of Open Educational Resources: A Mixed-Methods Study

ABSTRACT Open Educational Resources (OER) are free and openly accessible teaching and learning materials that are becoming increasingly popular in schools and colleges. This study explores how OER are transforming the teaching-learning process at the undergraduate level. Using a mixed-methods approach, the research combines quantitative data from surveys and qualitative insights from interviews to understand the experiences, benefits, and challenges of using OER in classrooms. The study was conducted among 38 teachers from undergraduate colleges affiliated with the University of Calcutta. In particular, the study examines how OER contribute to lesson planning, content delivery and student engagement. Findings reveal that teachers perceive OER as beneficial, cost-effective, and helpful in enhancing classroom interaction. However, several barriers persist, including limited awareness, lack of structured training, insufficient digital infrastructure, and challenges in locating high-quality resources. The study highlights the need for professional development programs, institutional encouragement, and improved digital access to fully integrate OER into daily teaching practices. These findings offer valuable insights for educators, academic administrators, and policymakers working to promote inclusive, flexible, and resource-rich education through open resources. Key words: Open Educational Resources, cost-effective, lesson planning, content delivery, student engagement.