Year: 2024 | Month: June | Volume 15 | Issue 1
Open Educational Resources as Catalysts for Women’s Lifelong Learning and Skill Development
Girdhary Lal Jangid
DOI:10.30954/2231-458X.01.2024.2
Abstract:
The global imperative to enhance women’s educational access and economic participation has intensified focus on scalable, flexible learning solutions. Open Educational Resources (OER) present transformative potential to bridge persistent gender-based educational divides, particularly in low- and middle-income countries such as India, where structural, socioeconomic, and cultural barriers disproportionately restrict women’s lifelong learning opportunities. This study investigates the impact of OER utilisation on improving educational opportunities, skill development, and employability outcomes among women in India, with particular attention to adult learners in rural and semi-urban contexts. Employing a sequential mixed-methods research design, the study collected quantitative survey data from 412 women learners across five Indian states, supplemented by 28 in-depth qualitative interviews. Quantitative analysis utilised structural equation modelling (SEM) to test hypothesised relationships, while reflexive thematic analysis was applied to qualitative data. Connectivism and Lifelong Learning Theory (Siemens, 2005) and Human Capital Theory (Becker, 1964) jointly anchor the conceptual framework. OER access significantly predicted improvements in self-directed learning confidence (β = 0.54, p < .001), digital skill acquisition (β = 0.47, p < .001), and perceived employability (β = 0.39, p < .01). Qualitative findings revealed that OER usage enabled women to navigate vocational and caregiving responsibilities simultaneously, with flexible scheduling and zero-cost access identified as primary enablers. Findings underscore the need for gender-responsive OER design, vernacular-language content, and integrated mentorship models within national digital education policies. This study represents one of the first empirical investigations explicitly linking OER engagement
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