Technological Enablers 4.0 to Drive Open Science and Education: Input to UNESCO Recommendations

Authors

DOI:

https://doi.org/10.5944/ried.25.2.33088

Keywords:

open educational resources, open science, education change, technological enablers, UNESCO 2019 recommendations, education 4.0

Abstract

The integration of technologies in education brings organizational changes not only in traditional classrooms, but also in digital platforms, and invites to locate opportunities for educational innovation. This article aims to identify the perception of 206 participants of an international Open Education (OE) program and to contribute to UNESCO's (2019) recommendations for OE and science, with possibilities for technological enablers. The guiding questions in this study were: what are the challenges, cases, and experiences that participants perceive as drivers of OE? In what ways can technologies enable OE within the framework of UNESCO recommendations? A parallel mixed method was carried out with an initial phase analyzing qualitative and quantitative data with a perception instrument applied to the participants. The second phase comprises a literature search to locate research that uses technologies in OE and to provide an outline of technological enablers. The results were: (a) the greatest perceived challenges are "Promoting the culture of open access" and "Promoting international cooperation"; (b) 46 contributions from participants with cases to promote OE stand out and (c) contribution of six research studies to promote UNESCO's recommendations with technologies and (d) a classification scheme of technological enablers 4.0 for education is proposed. This article is intended to be of interest to educational communities, ministries of education and science, researchers, and trainers interested in educational innovation.

FULL ARTICLE:
https://revistas.uned.es/index.php/ried/article/view/33088/25341

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Author Biographies

Laura Icela González-Pérez, Universidad Autónoma de Nuevo León, UANL (Mexico)

Doctora en Formación para la Sociedad del Conocimiento por la Universidad de Salamanca. Cuenta con Maestría en Tecnología Educativa por el Tecnológico de Monterrey y Maestría en Neuromarketing por la Universidad Internacional de la Rioja, es Licenciada en Informática Administrativa por la Universidad Tecnológica de México. Profesora e Investigadora en la Universidad Autónoma de Nuevo León en la Facultad de Psicología. Es miembro del Sistema Nacional de Investigadores (SNI) de CONACYT en México. Consultora integral para el desarrollo de la transformación digital en educación (EdTech) y desarrollo del talento para las habilidades del futuro.  Ha contribuido en el desarrollo de proyectos educativos para la georreferenciación de ecosistemas de acceso abierto, diseño de User Experience (UX) para itinerarios de aprendizaje adaptativo. Brinda capacitación a profesores de Instituciones de Educación Superior y Organismos gubernamentales.

María Soledad Ramírez Montoya, Tecnológico de Monterrey (Mexico)

Maria-Soledad Ramirez-Montoya holds a doctorate in Philosophy and Educational Sciences from the University of Salamanca. Her research interests include teaching strategies, technology resources for education, training of educational researchers and open education movement. She works as a research professor at the School of Humanities and Education of the Tecnologico de Monterrey (Mexico) in the master’s and doctoral Education programs. She is director of the UNESCO Chair “Open Educational Movement for Latin America”, director of the International Council for Open of Distance Education (ICDE): OER Latin America office, lead researcher on the Strengthening Information Society Research Capacity Alliance (SIRCA) network, main organizer of the Regional Open Latin American Network for Social Research and Education (CLARISE) and coordinator of the Research and Innovation in Education Group (GIIE) at Tecnologico de Monterrey. She is a member of the National System of Researchers in Mexico.

Francisco José García-Peñalvo, Universidad de Salamanca, USAL (Spain)

Francisco José García-Peñalvo did his undergraduate studies in Computing at the University of Salamanca and University of Valladolid and his Ph.D. at the University of Salamanca. Dr. García-Peñalvo is the head of the research group GRIAL (Research Group Interaction and eLearning). His main research interests focus on eLearning, Computers & Education, Adaptive Systems, Web Engineering, Semantic Web and Software Reuse. He has led and participated in over 50 research and innovation projects. He was Vice Chancellor for Innovation at the University of Salamanca between March 2007 and December 2009. He has published more than 300 articles in international journals and conferences. He has been guest editor of several special issues of international journals (Online Information Review, Computers in Human Behaviour, Interactive Learning Environments...). He is also a member of the program committee of several international conferences and reviewer for several international journals. Now, he is the Editor-in-Chief of the International Journal of Information Technology Research and the Education in the Knowledge Society Journal. Besides he is the coordinator of the multidisciplinary PhD Programme on Education in the Knowledge Society

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Published

2022-04-29

How to Cite

González-Pérez, L. I., Ramírez Montoya, M. S., & García-Peñalvo, F. J. (2022). Technological Enablers 4.0 to Drive Open Science and Education: Input to UNESCO Recommendations. RIED. Revista Iberoamericana de Educación a Distancia, 25(2), 23–48. https://doi.org/10.5944/ried.25.2.33088

Issue

Vol. 25 No. 2 (2022): Special Issue. Complex Digital Horizons in the Future of Education 4.0: Insights from UNESCO Recommendations

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Special Issue

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