Open Educational Resources Policy as a Driver Of Digital Transformation of Educational Systems: a Conceptual Overview

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.