@article {
	title = {Disparities in open educational resources: promoting equity in online learning for higher education},
	author = {Lumadi, Rudzani Israel},
	abstract = {This study focuses on the role that higher education institutions play in addressing these disparities, with the aim of improving academic achievement and reducing educational inequities among under-represented students. The guiding question for this study is: how can higher education institutions leverage Open Educational Resources (OERs) to ensure equitable access and usage among diverse student populations, thereby narrowing the achievement gap in online learning? This study adopted a qualitative approach, employing semi-structured interviews as the primary data collection instrument with 24 participants. The study was based on social cognitive theory to explore how OER accessibility and institutional support affect student performance in online learning environments. The results indicate that differences in technology resources, skills, and the ability of institutions to support OER use can lead to unequal learning results, less student involvement, and ongoing academic inequalities. This study reveals that fostering equitable access to OERs, coupled with targeted institutional interventions, has a powerful impact on improving academic performance and promoting inclusivity in higher education. The study has recommended that higher education institutions should invest in robust digital infrastructure to ensure equitable access to OERs for all students, particularly those from under-represented and disadvantaged backgrounds.},
	year = {2025},
	month = {07/2025},
	language = {English},
	journal = {Social Sciences and Education Research Review},
	volume = {12},
	issue = {1},
	pages = {437-444},
	country = {South Africa},
	doi = {https://doi.org/10.5281/zenodo.15804592},
	refereed = {yes},
	keywords = {access, digital infrastructure, equity, online learning, open educational resources},
	attachments = {lumadi-2025.pdf},
}