From Access to Empowerment: OER as a Catalyst for Social Justice in ELT

3rd International Symposium on Social Justice in ELT, İstanbul, Türkiye, 30 - 31 Mayıs 2025, ss.72, (Özet Bildiri)

Open Educational Resources (OER) have emerged as transformative tools in English

Language Teaching (ELT), offering innovative solutions to promote social justice, accessibility, and

inclusivity. Given the increasing demand for equitable educational opportunities, this systematic

literature review (SLR) investigates how OER contribute to reducing systemic inequities in ELT and

examines the challenges that may hinder their full potential.

Following the PRISMA framework, this review synthesizes existing research to address two key

questions: (1) How do OER promote accessibility, equity, and inclusivity in ELT? (2) What challenges

and opportunities exist in leveraging OER for social justice in ELT? The analysis highlights several

emerging themes. First, OER lower financial barriers, making high-quality educational resources more

accessible, particularly for students from low-income backgrounds. Second, they support cultural and

linguistic representation, allowing teachers to adapt materials to diverse classroom contexts. Third,

they empower educators by offering customizable content that meets the specific needs of

marginalized communities, including refugees, language minority students, and learners with limited

educational resources.

Despite these advantages, significant challenges remain. The digital divide continues to restrict access

for learners in under-resourced areas, and the sustainability of OER initiatives raises concerns about

long-term availability and maintenance. Additionally, educators may require training and institutional

support to effectively integrate OER into their teaching practices.