Abstract:
This article provides a conceptual overview of open educational resource policies as an institutional
mechanism for the digital transformation of education systems. Based on an analysis of international and
national regulatory documents, research literature, and program initiatives, the article explores how OER
policies reshape the modes of knowledge legitimation and alter the configuration of sociotechnical
infrastructure. The theoretical framework combines the sociology of education (the logic of fields and
capitals), neo-institutionalism (normative and mimetic isomorphism), and the actor-network perspective
(translations and bindings between actors and artifacts). It has been shown that the "driver" effect of OER
manifests itself through four interconnected pillars: the obligation of open licenses for resources created with
public funds; the interoperability of platforms, metadata, and data portability; sustainable quality, review, and
maintenance procedures; and linguistic and cultural justice that ensures epistemological fairness.
