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.

Keywords

digital resources · education policy · open educational resources (OER) · school leader · territory-wide study