OER Knowledge CloudJournal ArticleFarrow, RobertIniesto, FranciscoPitt, BeckWeller, MartinBossu, CarinaOpen Educational Resources (OER) are frequently interpreted as supporting educational innovations across a range of delivery styles. However, the mechanisms for OER innovation are underexplored in the scientific literature. This paper offers an integrative literature review (N = 210) exploring innovation with OER in publications from 2015-2023, focusing on described drivers, barriers and enablers. Cases from all countries and implementation levels are considered, with an emphasis on qualitative factors. Results are synthesised into six categories (Structural, Systematic & Contextual Factors; Pedagogical Practice; Information, Awareness & Attitude; Resourcing & Sustainability; Technology & Infrastructure; Policy & Culture) with drivers, barriers and enablers mapped for each. We find that many studies refer to ‘innovation’ in ambiguous ways, and there is a need for more consistent ways of describing innovation practices that use OER. Many OER implementations experience barriers to innovation when an OER proposition requires institutional change or pedagogical adaptation. In addition, outside of English-speaking countries, translation and localisation remain highly significant barriers to innovation. There are many relevant barriers and enablers which are related to information and awareness, suggesting that these could be key to unlocking innovative practice. Many enablers of OER innovation emphasise greater openness in terms of pedagogical practice, open technologies and community engagement. Since many enabling factors involve interplay between stakeholders, a need for holistic case studies describing OER innovation in relation to wider networks is implied.20252025/01/26EnglishJournal of Open, Distance, and Digital Education121-41United Kingdomhttps://doi.org/10.25619/y3yte265yesOERinnovationdriversbarriersenablerspolicyFarrow_JODDE1(2).pdfUnited Kingdom, Europe