Faculty perspectives on open educational resources: A case study of a Hong Kong Higher Education Institution

Abstract

The global move toward open education has led to greater receptivity to the concept of Open Educational Resources (OER) in terms of being able to foster inclusivity and innovation. However, it remains challenging to implement OER in the institutional context. This study examined teachers’ perceptions on the adoption, challenges and future of OER at a Hong Kong higher education institution. A qualitative interpretivist approach was taken, and eight faculty members across different disciplines participated in semi-structured interviews. The major findings of this study are as follow: First, there is a distinct conceptual gap where faculty equate “free” commercial tools with “open” licensed resources; adoption is driven by “pedagogical pragmatism” rather than an ideological commitment to openness. Second, significant barriers persist, including the time burden of curation, quality concerns, and a lack of institutional incentives. Third, the study highlights the disruptive potential of Artificial Intelligence (AI) on open education. Participants view AI not merely as a tool but as a future “co-creator” that could automate content generation. These findings mean the shift for faculty is becoming a facilitator and course designer not just a content disseminator. The study also suggests that institutional policy must move beyond basic technical support to provide holistic professional development focused on copyright literacy, open licensing, and the integration of AI within open educational ecosystems.