Open Educational Resources in Mongolia

  • A. AmarzayaEmail author
  • D. Tumenbayar
  • T. Navchaa
  • A. Bulgan
  • B. Burmaa
  • David Porter
  • L. Munkhtuya
Part of the Lecture Notes in Educational Technology book series (LNET)


In this country report we summarize the current development of OER in Mongolia from the point of view of eight factors. In order to write the report, we used a desk review of available policy frameworks related to the support of OER and the results of our survey from almost 600 teachers from Mongolia. As a result of the desk review, we conclude that the government of Mongolia is building necessary infrastructures to support OER but the policies that sustain the development of OER are not in place. Since the survey results tell us that teachers’ beliefs on the importance of using OER have positive influence on integration of OER into teaching activities, we conclude that successful use and adaptation of OER requires improvement of understanding and positive attitudes toward OER for the case of Mongolia. Public awareness of the importance of OER is also a necessary requirement.


Level of usage for sources Level of engagement with OER Using OER Adoption of open licensing for OER Teacher beliefs about using OER Work-related advantages Student-related advantages 



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Copyright information

© Springer Nature Singapore Pte Ltd. 2020

Authors and Affiliations

  • A. Amarzaya
    • 1
    Email author
  • D. Tumenbayar
    • 1
  • T. Navchaa
    • 1
  • A. Bulgan
    • 1
  • B. Burmaa
    • 2
  • David Porter
    • 3
  • L. Munkhtuya
    • 4
  1. 1.Department of Mathematics, School of Arts and SciencesNational University of MongoliaUlaanbaatarMongolia
  2. 2.The ONE FoundationKhan Uul DistrictUlaanbaatarMongolia
  3. 3.Ontario Online Learning Consortium (eCampusOntario)TorontoCanada
  4. 4.Office of ICT and Distance EducationMongolan National University of EducationUlaanbaatarMongolia

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