Pedagogical Integration of Digital Tools and the Production of Open Educational Resources for Meaningful Learning and University Academic Autonomy
DOI:
https://doi.org/10.70577/asce.v5i1.648Keywords:
Open pedagogy; Educational resources; Renewable assessment; Intrinsic motivation; Self-Directed learning; Higher education.Abstract
This review synthesizes recent evidence on open educational resources and open pedagogy in higher education, emphasizing learning outcomes, academic efficiency, and student and faculty experiences, quantitative and qualitative studies comparing OER with commercial materials and describing instantiations of renewable assessment, co-creation, and public participation were integrated, findings indicate overall equivalence in performance and learning gains, alongside efficiency improvements associated with shorter, objective-aligned open readings, in parallel, consistent effects are observed on agency, more autonomous motivation, sense of purpose, and collaboration when design provides autonomy with scaffolding and tasks with a real audience, it should be noted that practical adoption is shaped by terminological barriers, uneven preparedness, privacy and identity dilemmas, and limited licensing literacy, therefore, effectiveness depends less on the resource itself and more on pedagogical design coherence, institutional support, the structuring of openness, and the care of equitable participation conditions, it is concluded that open pedagogy can sustain comparable academic results while increasing efficiency and learning meaning, provided that clear operational frameworks and supportive ecosystems enable sustainable scaling.
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