Open pedagogy and its alignment with the principles of open science
analysis of practices and educational impacts
DOI:
https://doi.org/10.24208/rebecin.v12.423Keywords:
Open pedagogy, Knowledge Co-creation, Student Engagement, Open Educational Resources, Inclusive EducationAbstract
Open pedagogy is na educational approach aimed at democratizing access to knowledge and promoting the co-creation of educational resources. This study aimed to analyze how open pedagogy aligns with the principles of open Science by investigating its practices, theoretical foundations, and international experiences. The methodology consisted of a qualitative analysis of 14 theses and dissertations available on the Open Access Theses and Dissertations (OATD.org) platform, supported by artificial intelligence tools for data organization and the developmentof a conceptual map.The results indicate that in countries such as Canada, the United States, Greece, Portugal, Spain, and Australia, open pedagogy has been primarily implemented in higher education and distance learning contexts. These experiences have shown increased student engagement, development of more inclusive skills, and encouragement of educational resource sharing. However, the study also identified significant challenges, such as the low visibility of produced materials and the need for specific teacher training in open pedagogical practices.The conceptual map contributed to a better understanding of the diferent dimensions of this approach. It is concluded that although open pedagogy has great transformative potential, its effective adoption depends on overcoming the identified challenges, aiming for broader and more effective implementation.
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