Open Educational Resources (OER) have been identified as a disruptive force in higher education, having the potential to lower costs, increase access, and encourage innovative teaching. However, academic adoption remains limited, particularly in the Global South. This paper presents a conceptual literature re-view of OER awareness, adoption, and use among computing academics in Dur-ban universities. Computing academics play a significant role due to their techno-logical expertise and disciplinary contributions in advancing digital innovation; however, their engagement with OER has been underexplored. The review synthesizes global, regional, and South African studies, highlighting recurring barriers such as copyright concerns, quality assurance, sustainability, low awareness, and infrastructural constraints, alongside enablers including institutional incentives, professional development, peer networks, and cost savings. In addition to identifying themes, the study assesses the strength of supporting evidence, distinguishing between widely reported barriers and those based on limited case studies. Benchmarking comparisons reveal both global consistencies and South Africa–specific challenges. The novelty of this study lies in its conceptual synthesis and disciplinary focus on computing academics. By integrating the OER Adoption Pyramid and the Unified Theory of Acceptance and Use of Technology (UTAUT), the study advances theoretical understanding. It provides a conceptual foundation for future empirical research, highlighting the potential of OER to promote equitable educational outcomes.