The role of Open Educational Resources (OER) in democratizing learning in Pakistan: policies, practices and pitfalls

Abstract

This study examines the role of Open Educational Resources (OER) in democratizing learning in Pakistan by analyzing how national policies and institutional practices shape access, openness, localization, participation and learner support in higher education. The study uses qualitative documentary and policy analysis. Seventeen national, institutional and international documents were purposively selected and analyzed through a hybrid coding strategy combining UNESCO's 2019 OER action areas with inductive theme development. The analysis focuses on national policy frameworks and two institutional cases: Allama Iqbal Open University and Virtual University of Pakistan (VU). The findings show that Pakistan's OER-related initiatives have expanded digital access but remain constrained by centralized policymaking, limited localization, infrastructure inequalities, weak pedagogical integration and unclear open licensing. The study identifies a recurring gap between digital availability and genuine openness. The study contributes to the OER and open and distance learning literature by showing that democratization depends not only on access to digital materials but also on legal openness, contextual relevance, institutional capacity, learner support and stakeholder participation.