Education is the most powerful tool to ensure that individuals are able to unfold their whole potential and to actively contribute to the construction of a better world. However, there are multiple factors affecting the quality of people’s education and not every has the same access to it. Technology is revolutionising the way we access information, communicate, collaborate, work and learn, while questioning the teachers’ role nowadays. Teachers are required to integrate digital tools to better adapt to students’ needs and current instructional possibilities. Open Educational Resources (OER) are free access digital resources that could be tailored and adapted to students’ needs. OER have been envision by the United Nations as a powerful pathway to bring high quality education for all, allowing continuous improvement and innovation. The specialised literature about OER draws attention on the need to conduct rigorous studies about the quality of OER and their impact on teachers’ practices and students’ learning. Following a mix methods approach, this work intends to develop a better understanding of how OER are envisioned and experienced by teachers and what is the influence of those resources on the quality of the learning taking place. Results show that OER provide teachers with amazing opportunities to enrich their teaching practices, fostering student-centred processes and enhancing teachers’ reflection and collaboration with other colleagues. Concerning students’ learning, the comparison between the control and the experimental group of students reveal significant differences in terms of students’ motivation and deep learning.

Keywords: Open Educational Resources, OER, deep learning, teacher beliefs, teacher practices.