This article is aimed to investigate OER adoption in higher institutions by using Rogers’ Diffusion of Innovation (DOI) theory. 422 responses to an online survey from faculty are gathered and analyzed, where adaptive attributes of DOI are adopted. The results of the descriptive method confirmed that relative advantage has a positive impact on faculty OER adoption. Indeed, positive impacts of observability and complexity are also shown. Ultimately, the findings from the structural model used, indicated that there is a positive correlation between trialability and respectively complexity and compatibility.
