Abstract
The introduction of open educational resources (OER) provides new opportunities for learners worldwide to access high-quality educational materials at the lowest cost. As a developing country, Vietnam is one of the countries that can most benefit from the OER movement. However, the concept of OER in Vietnam remains little known to the public, with few institutional OER repositories (IOER) developed. This study contends that IOER development in Vietnam is complicated and constrained by many contextual difficulties; it was designed to explore the challenges and opportunities. After a literature review, 20 semi-structured interviews were conducted with relevant stakeholders. Building on the findings from the literature, this study found that IOER development in Vietnam is constrained by five categories of challenges: (a) technological and infrastructure matters, (b) economic constraints, (c) sociocultural characteristics, (d) pedagogical concerns, and (e) legal limitations. Many of these challenges are not identified in the literature and provide insights into potential implications and solutions for future IOER in Vietnam and other countries.
Highlights
The open educational resources movement is a global phenomenon similar to other open movements such as open education, open-source software, and open access (Stracke, 2020)
Five categories of challenges for the development of institutional OER repositories (IOER) in Vietnam were derived from the data analysis: technological and infrastructure issues, economic constraints, sociocultural characteristics, pedagogical concerns, and legal limitations
The findings suggest that a lack of funding is a principal reason why many university and library administrators are apathetic towards the open education resources (OER) movement in Vietnam
Summary
The open educational resources movement is a global phenomenon similar to other open movements such as open education, open-source software, and open access (Stracke, 2020) These grassroot initiatives share a common vision: to make our communities and global society better through free and open solutions. The establishment of the OER movement, closely connected to UNESCO, represents a top-down approach, the OER movement has subsequently been driven by grassroot initiatives, communities, and individuals. National authorities, such as the Ministries of Education in the Philippines and Slovenia or supra-national ones, such as the European Union, have started to consider OER as a valuable strategy only in recent years (European Commission, 2013; Stracke, 2019)
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