Currently, Indian system of education is undergoing a radical change. Students are keen to learn at their own pace, leisure and from the institute of their choice that may/may not be located in their country. To keep up with the growing competition, they want to equip themselves with vast variety of courses, content and knowledge. Open Educational Resources (OERs) are considered to be a boon for today’s fast-paced students who believe in learning beyond the classroom. Information and Communication Technologies have made this endeavour possible through initiatives of various Universities and Government organizations which have created e-content repositories and published under open domain to share their resources globally. University of Delhi, India has also adopted OER policies and has started developing e-content for students belonging to diverse backgrounds; which is published on Virtual Learning Environment. These OERs are created by some of the best minds in the subject, are extensive in nature, interactive and free. However, real challenge lies not only in ensuring their implementation, but in changing educators’ perception towards OER, awareness, competencies, institutional willingness, steady financing and students’ readiness. Present study aims to investigate the impact of OER; developed and adopted by University of Delhi, India for various courses on the Indian education system; on student’s perception, readiness and acceptance focussing simultaneously on the challenges involved in the OER implementation and adoption. Gathering statistics for our study is being done through an online survey and interview questionnaires designed for students of different courses and colleges under the auspices of University of Delhi. This envisages understanding readiness and perception about the available OER; and also helps to conceive various constraints and difficulties faced by them in adoption of OER. This will enable us to devise strategies for successful implementation of OER for effective teaching-learning process.
