INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 2002
www.rsisinternational.org
Awareness of Open Educational Resources among Research Scholars
Dr. U. Pandian, D.E. Rajini Sujatha
Assistant Professor Research Scholar Tamil Nadu Teachers Education University Chennai-97
DOI: https://dx.doi.org/10.51244/IJRSI.2025.1210000176
Received: 10 October 2025; Accepted: 20 October 2025; Published: 14 November 2025
ABSTRACT
The study indicates an awareness of open education resources among research scholars in Tamil Nadu. The
researcher has taken research scholars in Tamil Nadu as a population for the present study. The researcher has
utilized simple random sampling techniques for collecting the data from the samples. The researcher has
collected 606 samples from 23 universities and deemed universities. Based on the data analysis and
interpretation, the researcher found that research scholars have an average awareness of OER, and that there are
no significant differences in awareness based on gender, residency and parents education.
Keyterms: Awareness, Open Educational Resources, Research Scholars, Gender, Residency and Parents
Education
INTRODUCTION
According to Clements and Pawlowski (2012), awareness directly affects educators’ willingness to adopt and
integrate OER into their teaching practices. When teachers understand the concept of open licensing and the
academic freedom it provides, they are more likely to reuse, remix, and redistribute resources to meet diverse
learner needs.
Open Educational Resources (OER) are freely accessible, openly licensed materials that are used for teaching,
learning, and research. The concept of OER is grounded in the idea of removing barriers to education by
allowing anyone to access, use, modify, and share educational content.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines OER as: learning,
teaching and research materials in any format and medium that reside in the public domain or are under
copyright that has been released under an open license, permitting no-cost access, reuse, re-purpose, adaptation
and redistribution by others (UNESCO, 2019).
The Open Education Movement was inspired by open education and aims to provide access to knowledge for
learners through the use of free and accessible resources. The origins of Open Educational Resources can be
traced back to the 2000s, when MOOCs gained popularity. The introduction of open textbooks on the internet
sparked a global movement towards open education.
Lynch, C. (2003) described Open repositories provide long-term preservation and free public access to digital
research outputs, supporting the principles of open science.
Open educational resources (OER) are teaching, learning, and research materials that are in the public domain
or published under an open license, allowing for free access, use, adaptation, and redistribution with few
restrictions. OER encompasses "Open Solutions," "Free and Open-Source Software," "Open Access," "Open
Data," and "Crowdsourcing Platforms." Hewlett prefers the Creative Commons Attribution (CC BY) license,
which allows for reuse and repurposing of copyrighted educational resources while acknowledging the author's
creative work. Creative Commons has the authority to offer license solutions for free use and reuse.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 2003
www.rsisinternational.org
Textbooks, tests, videos, photos, lesson plans, modules, whole courses, and curricula are all examples of Open
Educational Materials. It also includes software platforms for designing, developing, distributing, and using
materials, as well as any tools or materials necessary to support the goal of open content access. In general,
consumers prefer OERs in short parts (such as animations, courses, podcasts, and other materials). Because
they are simple to create or reuse, they are also easier to search from the plethora of information available in the
extensive resources, and they may be embedded as links for easy search. The usage of an open license, such as
the Creative Commons license, is a key aspect of OER. The permissions granted to users are solely determined
by the author's license and ownership of the original work.
Atkins, Brown, & Hammond, (2007) explained the OER is increased access to quality educational materials. it
helps to remove the financial barriers by providing free learning resources to students and educators worldwide,
particularly in developing countries where access to textbooks and digital materials is limited. It promotes
inclusivity and equal opportunities for all learners.
REVIEW OF RELATED LITERATURE
Ojha and Surana (2023) investigated OER awareness and usage among stakeholders of teacher education and
found significant differences based on program level, academic stream, gender, and locality. Similarly, Dsouza
(2021) reported that while most respondents were aware of OER platforms such as SWAYAM, NPTEL, and
Coursera, limited experience, difficulties in accessing relevant resources, and lack of understanding of
copyright and licensing laws were major barriers to effective use.
Nagaiah, M. Thanuskodi.(2023) study aims to examine the awareness, availability and use of ICT tools and
open educational resources (OER) by students of 12 colleges located in Pudukottai district of Tamil Nadu, India
for academic purposes. The researchers collected data from a stratified random sample of 600 students from
rural areas, drawn from the colleges, using questionnaires. 537 responses were received, which were analysed
using SPSS 26th version. The survey results show that 60% regularly use the internet on campus. The
remaining 40% do not regularly use the internet on campus. Moderately aware of open courseware (37.2%),
institutional repositories (35.4%), online tutorials (32%), and NDL website (28.7%). Most of the respondents
reported that they face challenges in accessing OER due to lack of training (27.9%) and lack of technical
knowledge (30.5%). Additionally, many students reported that the lack of a personal computer hinders their free
access (27.4%), and they waste a lot of time while browsing due to poor network (24.4%).
METHOD OF THE STUDY
The present study focused on open educational resources awareness among research scholars. It is providing a
detailed explanation of OER awareness, among research scholars in Tamil Nadu state. In the present study to
discover the existing level OER awareness of research scholars, to identify the level of OER knowledge of
research scholars. Now, the researcher has utilized quantitative method for the present study and survey method
to collect the data from the sample using structured awareness questionnaires.
Sample Of the Study
The researcher selected the arts and science research scholars as a population for the current research study.
From the population the researcher has selected the sample size is 606 research scholars in Tamil Nadu. The
researcher justified the appropriateness of the sample selected based on Krejcie and Morgan (1990) criteria
and they have published a standard table that is widely used for determining the appropriate size of the sample
for research studies. This table suggests that a sample size of 278 is recommended for a population of 1000.
Tools Used in the Study
The researcher is using three variables namely Awareness, Knowledge and Attitude for the present study. All
research studies, the research tool is very significant role for fulfilling the research activities so the researcher
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 2004
www.rsisinternational.org
and research supervisor has searched standardised Awareness of OER tool. Finally, the researcher has got a
standardised research tool on awareness of OER constructed and standardised by Namita Ojha and Ajay
Surana (2023). The scale includes 10 Dimensions and each Dimensions includes some statements. Finally, 64
items are included in the research tool. The range of scoring started from 1 to 5 " Not at All" to "Extremely
Aware". No Negative statements. The scale allows for a maximum score of 320 and a minimum score of 64.
The current research tool is valid based on face validity and content validity.
Hence, the researcher has utilized test and retest method to identify the reliable of the present research tool.
Objectives Of the Study
1. To study the level of Awareness of Open Educational Resources of research scholars.
2. To find out whether there is any significant difference in Awareness of Open Educational Resources of
research scholars with respect to their:
Gender (Male/Female)
Residents of the Scholars (Rural/Urban)
Parents Education (Illiterate / School Edu. / Higher Edu.)
Hypotheses Of The Study
There is no significant difference among the research scholars Awareness of Open Educational Resources with
respect to their:
Gender (Male/Female)
Residents of the Scholars (Rural/Urban)
Parents Education (Illiterate / School Edu. / Higher Edu.)
Data Analysis and Interpretations
Descriptive Analysis – OER Awareness of Research Scholars’
Table: .1 The Mean and Standard Deviation of OER Awareness of Research Scholars’
Sl.
No.
Demographic
Variables
Sample
N
S. D
1
Gender
Male
324
73.98
Female
282
73.40
2
Marital Status
Married
328
72.60
Unmarried
278
75.00
3
Residents of the
Scholars’
Rural
371
76.90
Urban
235
68.35
4
Internet
Availability
Availability
432
72.86
Unavailability
174
75.82
5
Educational
Stream
Arts
408
73.77
Science
198
73.36
6
Mode of Studies
Full Time
196
75.87
Part Time
410
72.60
7
Types of
Government
456
75.37
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 2005
www.rsisinternational.org
Universitities
Private
150
67.67
8
Parents’ Education
Illiterate
140
73.43
School Education
295
73.15
Higher Education
171
74.32
9
Parents’
Occupation
Daily Wages
118
74.40
Govt.
77
68.49
Private
271
75.19
Business
140
70.33
10
Parents’ Income
Below Rs. 10000
118
71.81
Rs.10001 to
Rs.50000
234
74.13
Rs.50001 and Above
251
73.42
73.66
Table: 2 - Level of OER Awareness
Variable
Score range
Category
OER Awareness
Above 190
High
122 – 189
Average
Below 121
Low
The OER Awareness scale is consisting 66 items. The Maximum score for this scale is 330 and minimum score
of the scale is 66.
As can be seen from the table above, the calculated mean and standard deviation of the research scholars’ OER
awareness scores for the entire sample are 173.42 and 73.66 respectively, with the mean value falling between
157.58 and 183.64. Therefore, the research study concluded that the null hypothesis, which states that
“Research scholars’ Open Educational Resources Awareness is average".
Differential Analysis
a. There is no significant difference between male and female research scholars’ of OER Awareness.
Table: 3 OER Awareness - Gender – “t” Value
Demographic
Variable
Sample
N
Mean
S.D
‘t’
Value
Remarks
Gender
Male
324
172.18
73.98
0.44
Not
Significant
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 2006
www.rsisinternational.org
Female
282
174.85
73.40
at 0.05 level
It is observed from the above table 3 that the calculated t-value 0.44 is less than the table value 1.96 at 0.05
level of significance. It shows that there is no significant difference between male and female research scholars’
of OER awareness. Hence, the null hypothesis is accepted. The mean value shows that female research
scholars’ is better than male research scholars’ OER awareness. Similar result founded by Subhashree Das
(2024) studies identified that the male and female scholar having same idea an awareness and knowledge about
OER.
b. There is no significant difference between rural and urban research scholars’ of OER awareness.
Table: 4 OER Awareness - Residents of the Scholars’ – “t” Value
Demographic
Variable
Sample
N
Mean
S.
D
‘t’
Value
Remarks
Residents of the
Scholars’
Rural
371
174.59
76.90
0.50
Not
Significant at
0.05 level
Urban
235
171.58
68.35
It is observed from the above table 4 that the calculated t-value 0.50 is less than the table value 1.96 at 0.05
level of significance. There is no significant difference between rural and urban research scholars’ of OER
awareness. Hence, the null hypothesis is accepted. The mean value shows that rural residents of the research
scholars’ OER awareness is better than urban research scholars’ of OER awareness. Singh, Sukhbir; Sulekha;
and Ram, Mange (2022) study supporting for the present study results.
c. There is no significant difference among the parents’’ education (illiterate/school education/higher education)
of research scholars’’ OER awareness.
Table: 5 OER Awareness – Parents’ Education - ANOVA
Demographic
Variable
Sample
Source of
Variation
Sum of
Squares
df
Mean
Squares
‘F’ Ratio
Remarks
Parents’
Education
Illiterate/
School edu. /
Between
Groups
279.63
2
139.81
0.026
NS
at 0.05 level
Within
Groups
3282742.52
603
5444.01
Higher edu.
Total
3283022.15
605
It is observed from the above table 4.12 that the calculated f-value 0.026 is less than the table value 3.08 at 0.05
level of significance. It shows that there is no significant difference among the parents’’ education
(Illiterate/School education/Higher education) of research scholars’’ OER awareness. Hence, the null
hypothesis is accepted. HK Sahu (2025) found the same result that no significant difference in OER awareness
among research scholars’ based on parents’' education levels, indicating similar awareness across illiterate,
school-educated, and higher-educated parents.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 2007
www.rsisinternational.org
RESULTS AND DISCUSSIONS
Ogunbodede, K. F., & Atique, M. (2023) found that the study demonstrates the students used OER with a high
level of awareness but the present study results indicating the OER awareness of research scholars are average
and Mausumi Dutta, Snehasis Mohanty, Pranabkanti Dutta (2025) studies supported in the present research
report. Further, they reported from their research findings OER was very usable and that the biggest obstacle to
actual OER adoption was a lack of digital proficiency. Lastly, the study demonstrates a strong correlation
between student awareness and the use of OER. In the present study found that there is no significant
difference between internet availability and unavailability in the campus of research scholars OER awareness
but there is significant relationship between OER awareness and OER knowledge of research scholars. Further,
Ibrahim, S.S., Mohd Zaid, N.A., Zoolkefli, Z., Musa, A.H., & Baharuddin, F.N. (2021) studies identified that an
awareness is significantly influence the acceptance level toward the establishment of OER with a value of R2
(61.7%) at more than moderate level that explained the dependent variable. Midha, M., & Kumar, J. (2021)
have found is well aware of open educational resources. The present study indicates OER awareness are
average among research scholars.
Educational Implications
High awareness of OER among research scholars is correlated with greater use and integration into academic
practices. For instance, the present study found that awareness of OER among research scholars are average.
Awareness usually leads to initial engagement, but real knowledge such as familiarity with sources, platforms,
and applications is necessary for meaningful adoption and the creation of a sharing based academic culture.
REFERENCES
1. Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A Review of the Open Educational Resources
(OER) Movement: Achievements, Challenges, and New Opportunities. The William and Flora Hewlett
Foundation.
2. Clements, K., & Pawlowski, J. M. (2012). User-oriented quality for OER: Understanding teachers views
on re-use, quality, and trust. Journal of Computer Assisted Learning, 28(1), 414.
3. Ibrahim, S.S., Mohd Zaid, N.A., Zoolkefli, Z., Musa, A.H., & Baharuddin, F.N. (2021). Awareness and
Acceptance toward the Role of Open Education Resources (OER) in Teaching and Learning Aftermath
COVID-19 Pandemic: PLS-SEM Approach. International Journal of Academic Research in Progressive
Education and Development.
4. Lynch, C. (2003). Institutional Repositories: Essential Infrastructure for Scholarship in the Digital Age.
ARL.
5. Mausumi Dutta, Snehasis Mohanty, Pranabkanti Dutta (2025). Awareness And Utilisation of Open
Educational Resources Among Pupil Teachers In Balasore District. International Journal of Creative
Research Thoughts (IJCRT) www.ijcrt.org com. 13 (9).
6. Midha, M., & Kumar, J. (2021). Users Awareness and Usage of Open Educational Resources in Central
Universities of North India.燚 ESIDOC Journal of Library & Information Technology,42(1), 4756.
https://doi.org/10.14429/djlit.42.1.17304.
7. Nagaiah M, Dr. Thanuskodi S. (2023). A Study on Awareness and Usage of ICT and Open Educational
Resources (OERs) among College Students in Rural Parts of India. Journal of Theoretical and Applied
Information Technology 101(9).
8. Ogunbodede, K. F., & Atique, M. (2023). Usability of Open Educational Resources Platforms among
Students of Al Kabir Polytechnic, Jamshedpur, India: A Case Study. Asian Journal of Information
Science and Technology,13(1), 17. https://doi.org/10.51983/ajist-2023.13.1.3384
9. Ojha, Namita and Surana, Ajay (2023). Open Educational Resources Awareness and Use among the
Stakeholders of Teacher Education, Ph.D thesis, Dept. of Education, Banasthali Vidyapith University.
Jaipur.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 2008
www.rsisinternational.org
10. Ossiannilsson, E., Leonor Ulloa Cazarez, R., Martins Gomes de Gusm 鉶, C., Zhang, X., Blomgren, C.,
Chaplin-Cheyne, T., & Burgos, D. (2023). The UNESCO OER Recommendation: Some Observations
from the ICDE OER Advocacy Committee.燭 he International Review of
11. Research in Open and Distributed Learning,24(2), 229240.
https://doi.org/10.19173/irrodl.v24i2.7138.
12. Singh, Sukhbir; Sulekha; and Ram, Mange (2022). "Awareness And Use of Open Educational Resources
Among the Research Scholars of Kurukshetra University, Haryana, India". Library Philosophy and
Practice (e-journal). 6848. https://digitalcommons.unl.edu/libphilprac/6848.
13. Subhashree Das (2024). Perception Of Research Scholars About OER In Relation to Subject Studies and
Gender. International Journal of Creative Research Thoughts (IJCRT), e12(4), 2320-2882 www.ijcrt.org.