Open Educational Resources (OER) are increasingly recognized as key tools for promoting quality, inclusive, and equitable education. Their ease of access and the possibility of free adaptation to different contexts contribute to continuous improvement in teaching and learning. Drawing on data collected from teachers and students, this study looks at teachers’ perceptions of OER, how they influence collaboration and educational practices, and the impact of OER on students’ learning and motivation. The findings reveal both enabling and constraining factors and highlight how OER foster teacher collaboration and self-reflection on pedagogical practices. Moreover, the use of OER is associated with active and constructive teaching approaches, positively influencing student engagement. These results are triangulated with data from Likert-scale responses, indicating that students who engage with OER demonstrate significantly higher levels of motivation and deep learning compared to those who do not. Based on these findings, the study recommends implementing strategies to encourage broader integration of OER in classroom settings, alongside ongoing professional development to address existing barriers. In this context, institutional support and community-building initiatives emerge as critical levers to scale the adoption of OER. Finally, the importance of further investigation is emphasized to explore long-term impacts on teaching practices and student outcomes across diverse educational settings

Keywords

open educational resources · educational practice · teacher collaboration · learning motivation · constructivism · educational research