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The fusion of Information Communication Technology (ICT) and open educational resources (OER) has brought about a transformative wave in global education, elevating both student engagement and academic performance. Despite these positive strides, persistent challenges such as gender-based technology disparities and social factors remain prevalent. The COVID-19 pandemic has acted as a catalyst, accelerating the adoption of OER. This study examined availability and accessibility of open educational resources in distance learning centers in Oyo state A descriptive survey research design was adopted, the study gathered data through a Google Form-based online questionnaire, reaching 500 open educational students across three distance learning centres, 381 valid responses were retained for analysis, which was performed using SPSS software. The findings unveiled that open educational resources were available in distance learning centers, predominantly through e-library platforms. Students possessed access to essential devices and could connect to OER through their centre’s website and free Wi-Fi. A noteworthy negative correlation between resource availability and access was identified. Furthermore, a significant gender-based difference was noted, favouring male students with higher access to OER compared to their female counterparts. The study affirmed the availability of open educational resources in distance learning canters and the students' access to these resources. Recommendations included efforts to enhance availability, improve student access.

This study fills important gap in literature by examining how knowledge diplomacy can drive transformation in Iran’s education. Confronting outdated policies and rapidly shifting global benchmarks, in what ways can knowledge diplomacy be harnessed to promote lasting innovation and address the systemic obstacles facing Iranian schools? Drawing on a condensed Causal Layered Analysis framework, the research explores: surface-level patterns like policy changes and international partnerships, the economic and structural forces at work, dominant cultural narratives and ideologies, and deep metaphors that influence public and institutional mindsets. By streamlining methodological exposition, the paper remains sharply focused on practical implications for school leaders and policymakers. From this analysis, four future leadership scenarios emerge: An Alternative scenario marked by heightened global engagement; A Trend-Based scenario of slow progress amid cautious modernization; An Exploratory scenario prioritizing inward-looking reforms and curriculum design; A Back-casting scenario envisioning Iran as a hub of collaborative educational excellence. The findings demonstrate that embedding knowledge diplomacy strategically not only remedies current weaknesses in Iran’s schooling system but also lays down a solid foundation for far-reaching reforms that align domestic practice with international standards. The study concludes with targeted recommendations, urging educational leaders and policy architects to adopt proactive strategies, cultivate visionary leadership, and establish flexible policy frameworks. In doing so, Iran’s sector can become more innovative, responsive, and globally competitive. Beyond its immediate conclusions, this integrated analysis advances our understanding of how knowledge exchange and policy reform interact, offering a clear roadmap for sustained progress in today’s dynamic educational landscape.