Teachers' motivations behind their view on value and adoption of open educational resources (OER) were investigated based on 101 questionnaire answers from teachers in animal welfare, animal science and food science. A factor analysis uncovered the underlying dimensions for teachers' motives and indicated that they were complex and linked to subject area. Underlying dimensions for the motives to adopt OER were identified at three levels; individual (e.g. altruism), institutional (e.g. collaboration with peers), and societal (e.g. reaching beyond borders of the academy). The underlying dimensions for the inhibitors for adoption at individual and institutional level were challenges regarding individual competences, quality assessment and teaching practices. When using activity theory, an affinity space could be identified for teachers in animal welfare with its own norms and expectations with regards to the open educational practices. The results suggested that sharing for the benefit o

Keywords

open learning · activity theory · affinity space · altruism · distance education · educational resources · food science · motivation in education · teachers attitudes · Zoology