Repository logo

OER4Schools: Outcomes of a Sustained Professional Development Intervention in Sub-Saharan Africa

Published version

Change log


Haßler, Björn 
Hennessy, Sara 
Hofmann, Riikka 


Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context.



Education, teacher professional development, Zambia, school leadership, sustainability, Sustainable Development Goal (SDG) 4, design-based implementation research, learner-centred pedagogy, Culturally Responsive Pedagogy (CRP)

Journal Title

Frontiers in Education

Conference Name

Journal ISSN


Volume Title



Frontiers Media S.A.