The intention of this study was to move Mongolian education beyond the OER advocacy and action research projects, by identifying cultural-historical factors that could be addressed in an effort to stimulate the broader adoption, implementation and dissemination. A key finding of the study was that additional capacity building will be required in order to engage faculty and administrators from the higher education sector to exercise the five open freedoms (5RS) proposed by Wiley (2014). Specifically, the following focus areas require tactical attention:
•Conducting further awareness-raising and capacity-building activities in order to promote the use, creation and adaptation of OER, and to clarify copyright and open licensing provisions that benefit educators.
•Consideration of incentives or compensation programmes that might be useful to attract educators. Peer-review and support programmes could be useful for building a core team of OER advocates and trainers who are also higher education instructors.
•Considering government policy and related strategies, such as initiating a funding programme for OER development and sustainability might provide incentives for adoption, reuse, reuse, remixing and redistribution of OER in Mongolian universities.
•Addressing the problem of the language divide; that is, whether it is preferable for OER to be translated into the Mongolian language as much as possible, or place the focus on improving the English skills of educators and learners so that they can read and use English-language OER. The question also exists as to whether both tactics are possible or feasible.
