The paper examines the issue of trust in adopting open educational resources (OER) to develop multiliteracies in the field of English and Applied Linguistics. The goal is to intentionally integrate best practices in teaching, ultimately transforming educational resources to be more open, inclusive, equitable, and accessible. A mixed-method approach was employed, purposively involving 22 postgraduate English and Applied Linguistics students. Data collection methods included closed-ended questionnaires and open-ended written reflections. Participants wrote reflections that assessed the credibility of OER, contributing to a broader social understanding of their personal experiences with the phenomenon and focusing on the systemic implications that hinder social transformation and trust-building around OER. The data analysis was themed to assess and develop strategies to facilitate a radical paradigm shift in enhancing the trustworthiness of adopting and using OER across diverse learning contexts.

Keywords

English and Applied Linguistics · epistemic justice · multiliteracies · open educational resources · trust