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School Leadership Perspectives on Policies Related to Open Educational Resources in Primary and Secondary Education: Implications for Policy Development through the Lens of UNESCO's Recommendations

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Title: School Leadership Perspectives on Policies Related to Open Educational Resources in Primary and Secondary Education: Implications for Policy Development through the Lens of UNESCO's Recommendations
Language: English
Authors: Chung Kwan Lo (ORCID 0000-0003-2305-9227), Simin Xu (ORCID 0000-0002-6212-8152), Ahmed Tlili (ORCID 0000-0003-1449-7751)
Source: European Journal of Education. 2026 61(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: School Administration, Educational Policy, Open Educational Resources, Elementary Education, Secondary Education, Foreign Countries, Administrator Attitudes, School Policy, Instructional Leadership
Geographic Terms: Hong Kong
DOI: 10.1111/ejed.70790
ISSN: 0141-8211
1465-3435
Abstract: To ensure inclusive and equitable quality education for all, high-quality open educational resources (OER) are essential. However, the lack of appropriate policies governing the development and adoption of OER presents a barrier to their application in schools. Based on relevant UNESCO guidelines of OER, this study aims to inform policy development by leveraging insights from school leaders in Hong Kong. A territory-wide survey of 102 school leaders, representing over 10% of Hong Kong schools, and follow-up interviews with approximately 20% of the survey participants who volunteered to be interviewed (n = 19) were conducted to investigate current school policies related to OER. Situated within schools' broader digital-resource practices, the findings reveal areas requiring government intervention to address challenges, including resource accessibility, quality assurance, the need for teacher training, and the establishment of clear guidelines for resource adoption. In line with UNESCO's Building Blocks for OER policy development, this study provides insights into policy interventions that encompass (1) resource development and management strategies at both territorial and school levels, (2) quality assurance measures, (3) promoting continuous teacher professional development and enhancing student digital capacity in the context of resource adoption, and (4) integrating OER into teaching practices and personalised learning alongside other digital resources used in schools. The implications of this study are relevant not only for policymakers in Hong Kong but also for those in other regions who aim to achieve Sustainable Development Goal 4 (Quality Education) through the development and implementation of policies related to OER, while also recognising that these policies operate within schools' broader use of digital resources.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1516214
Database: ERIC
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  Data: School Leadership Perspectives on Policies Related to Open Educational Resources in Primary and Secondary Education: Implications for Policy Development through the Lens of UNESCO's Recommendations
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  Data: <searchLink fieldCode="AR" term="%22Chung+Kwan+Lo%22">Chung Kwan Lo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2305-9227">0000-0003-2305-9227</externalLink>)<br /><searchLink fieldCode="AR" term="%22Simin+Xu%22">Simin Xu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6212-8152">0000-0002-6212-8152</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ahmed+Tlili%22">Ahmed Tlili</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1449-7751">0000-0003-1449-7751</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 15
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Educational+Resources%22">Open Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22School+Policy%22">School Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink>
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– Name: DOI
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  Data: 10.1111/ejed.70790
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: To ensure inclusive and equitable quality education for all, high-quality open educational resources (OER) are essential. However, the lack of appropriate policies governing the development and adoption of OER presents a barrier to their application in schools. Based on relevant UNESCO guidelines of OER, this study aims to inform policy development by leveraging insights from school leaders in Hong Kong. A territory-wide survey of 102 school leaders, representing over 10% of Hong Kong schools, and follow-up interviews with approximately 20% of the survey participants who volunteered to be interviewed (n = 19) were conducted to investigate current school policies related to OER. Situated within schools' broader digital-resource practices, the findings reveal areas requiring government intervention to address challenges, including resource accessibility, quality assurance, the need for teacher training, and the establishment of clear guidelines for resource adoption. In line with UNESCO's Building Blocks for OER policy development, this study provides insights into policy interventions that encompass (1) resource development and management strategies at both territorial and school levels, (2) quality assurance measures, (3) promoting continuous teacher professional development and enhancing student digital capacity in the context of resource adoption, and (4) integrating OER into teaching practices and personalised learning alongside other digital resources used in schools. The implications of this study are relevant not only for policymakers in Hong Kong but also for those in other regions who aim to achieve Sustainable Development Goal 4 (Quality Education) through the development and implementation of policies related to OER, while also recognising that these policies operate within schools' broader use of digital resources.
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      – SubjectFull: School Administration
        Type: general
      – SubjectFull: Educational Policy
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      – SubjectFull: Open Educational Resources
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      – SubjectFull: Elementary Education
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      – SubjectFull: Secondary Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Hong Kong
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