This book explores open educational resources (OERs) and open pedagogy within the broader open education movement, with a focus on Lebanon and South Africa. OERs are defined by UNESCO (2019) as teaching, learning, and research materials that are freely accessible and adaptable, promoting no-cost reuse and redistribution. Open pedagogy involves teaching and learning techniques enabled by open licensing, such as students creating openly licensed materials. Despite the differences between Lebanon and South Africa, both nations share historical conflicts, diversity, and socio-economic divides, which make their experiences with OERs and open pedagogy especially relevant. The book is organised into seven chapters, beginning with an exploration of OER implementation in Lebanon, highlighting challenges such as limited access to quality education and the predominance of teacher-centred pedagogy. The second chapter addresses the activism of OER and open-source advocates in Lebanon. Chapter three evaluates an OER-based solution at a Lebanese university during the pandemic, which helped ensure educational continuity. In South Africa, research from chapter four focuses on OER awareness and use in distance learning institutions, identifying both positive responses and challenges related to access and skills. The fifth chapter argues for the localisation of OERs in academic libraries as a means to decolonise teaching practices, while chapter six provides guidelines for OER development through the lens of domestication theory. The final chapter reviews African OER initiatives, analysing their impact on developing contextually relevant materials and advocating for sustainability and tracking mechanisms.