The escalating cost of textbooks presents a considerable barrier for students in higher education. Open educational resources (OER) have emerged as a viable solution to the problem, offering freely available learning materials that can potentially alleviate the financial burden on students and enhance their academic success. OER not only reduces costs but also leads to improved grades and lower withdrawal rates, highlighting their role in breaking down affordability and accessibility barriers. Despite these benefits, the digital nature of OER introduces challenges related to technology access and proficiency, which are further complicated by social identifiers such as race, gender, and ability. These disparities underscore the importance of addressing technological needs and ensuring equitable access to OER because the lack thereof can exacerbate existing inequities in the educational system. Thus, ensuring a just system that accommodates diverse technology proficiency levels is critical given the significant impact of social, health, and economic challenges associated with the digital divide, particularly among marginalized and intersectionally identified students. The purpose of this study was to examine the transformative potential of OER in higher education, with an emphasis on addressing financial barriers to educational materials through the integration of technology and infrastructure. By employing a Delphi study approach, this research aimed to identify the technological needs and challenges faced by OER stewards in higher education, seeking solutions for effective classroom implementation. The study also aimed to highlight the fragmented nature of institutional technology policies and support systems, exploring their impact on equitable OER access. Furthermore, the study addressed the broader implications of technology inequity on student success and job market preparedness, advocating for strategic investments in education to cultivate a diverse technology workforce. The findings of the study highlighted the transformative potential of OER in higher education with a focus on community colleges where the constraints of financial resources frequently limit students' access to learning materials. The Delphi study drew on the collective expertise of OER stewards to identify and navigate the challenges inherent in integrating OER into the academic infrastructure. The analysis of their responses distilled emergent themes, emphasizing the critical interplay between economic barriers, technological needs, and institutional support. Key findings indicated that faculty engagement, development, and systemic policy changes were vital for effective OER adoption. Moreover, the study illuminated the hidden costs that often undermined the equitable distribution of digital OER, suggesting these costs contribute to perpetuating the digital divide among socioeconomically diverse student populations. The findings pointed to strategic recommendations aimed at fostering more equitable and effective educational practices through the adoption of OER and underscored the need for comprehensive technological support and infrastructural advancements, without which the full benefits of OER cannot be harnessed. Insights from the study also highlighted the importance of creating robust support systems and policy frameworks that prioritize OER integration, address faculty concerns about OER quality, and facilitate the wider adoption of these resources. By doing so, this study contributed to a deeper understanding of how to overcome the systemic challenges associated with OER adoption, furthering the role of OER in advancing educational equity and innovation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]