Authors : Jothimani B, Dr. R. Kavitha, Dr. S Aravind
DOI : 10.58532/nbennurepliv6b1p1c5
Volume : 6
Issue : 5
Year : 2026
Page No : 47-56
The digital technology infused in education has redefined the way teaching and learning is executed, particularly in Indian K–12 schooling. OERs have a key catalytic function in making available free, open learning material that is relevant to everyone, and can close regional and linguistic as well as different socio-economic divides. This paper presents three OER platforms developed under the programmes of Central Institute of Educational Technology such as DIKSHA, PM eVidya and NROER with nTERA in relation to their aims, content structure, resourcing type the accessibility support provided by it as well as its concern towards inclusive learning. Research design is descriptive and analytical, drawn from secondary and web-based sources including official websites, policy documents and literature. The study reveals that the CIET programme offers curriculum-linked multimedia resources with training programs for teacher capacity building.The study suggest that the CIET program offers multimedia resources that are consistent with the curriculum and helps improve teacher capacity through training.NROER is a collaborative repository consisting of multilingual and multimedia content; nTERA acts as an ongoing teacher support organization in the form of interactive training modules for new teachers and instructional practices for in-service teachers respectively. All the above three platforms are aiming towards quality with equity (as clearly articulated in the NEP 2020, and Sustainable Development Goal (SDG) 4 Quality Education), for all children through equitable access for all students, inclusive learning for all learners and capacity building of teachers. The three platforms are even running as separate silos, bringing in room for more cooperation between all the platforms.The study conclude with a discussion on possibility through these digital spaces (CIET, NROER, nTERA) of consolidation of India’s position in the global digital education market, opening up more access to open learning and innovation in instructional strategies. Suggestions for how to improve the adoption of these interventions among teachers and learners in India are performing user-centered evaluations, widening access to disabled learners, enabling the integration between platforms, and making more content in local languages available.