Issue Spring 2026 - Call for Proposals - Special issue

Posted on 2025-06-02

Open educational resources and open education in the age of generative AI

Send a notice of intention until June 30, 2025

At a time when equitable access to quality education is a major global issue (UN, n.d.), open education (OE), recognized for the use of open educational resources (OER) and open educational practices (OEP), represents an essential lever for supporting the democratization of knowledge. According to UNESCO (2015, 2019, 2021), OER are defined as teaching, learning or research materials available under an intellectual property license authorizing their free use, adaptation, modification and redistribution. Beyond the use of OER in pedagogical contexts, “open educational practices (OEP), also known as open pedagogy, are teaching and learning practices where openness is enacted within all aspects of instructional practice […] OEP engages faculty and students in collaborative knowledge creation” (CARL/ABRC, 2020). In this way, OER and not only promote the active engagement of learners, they also contribute to achieving the UN's Sustainable Development Goals.

Despite growing scientific production on the subject of OER and OEP in English-speaking circles, the sharing of research findings remains limited, particularly in French-speaking contexts. In an effort to decompartmentalize and decolonize knowledge in minority environments, it would seem appropriate to promote the production and dissemination of knowledge from a variety of approaches. Empirical approaches based on professional experience, reflexivity or other approaches can be used to document the impact of these initiatives and assess their effects on learning.

Furthermore, we observe that the emergence of generative artificial intelligence (GenAI) is profoundly transforming uses around OER (de la Higuera, 2024; Open Education Global, 2024; Ossiannilsson et al., 2024; Wiley, 2024; 2025). Technologies facilitate the creation, personalization and adaptation of educational resources. They offer opportunities for accessibility and inclusion, while raising questions about education and learning in society. Recently, environments integrating GenAI and OER have been developed, enabling personalized learning and assessment paths (Hadyaoui & Cheniti, 2025). However, these advances require vigilance with regard to ethical issues, content quality and data protection.

This thematic issue aims to:

  • bring together scientific, reflective and experiential contributions on OE, OER and OEP in educational or training contexts, with or without GenAI;
  • provide a space for critical and constructive reflection on current and future issues in OE, including its purpose;
  • highlight the role of tools and digital learning environments in supporting, disseminating and evolving OE practices, including issues related to the ethics, quality and eco-responsibility of content produced with GenAI;
  • encourage interdisciplinary dialogue between the worlds of research, practice and educational policy in an inclusive and collaborative perspective.

We invite researchers, practitioners and education professionals to submit proposals. Here are some possible angles of reflection:

  • What factors promote or hinder the creation, use and dissemination of OER and the implementation of OEP (adoption of models or approaches? collaboration? etc.)?
  • What is the place of OER and OEP in initial and in-service teacher training to promote access to quality education for all?
  • What roles can teachers, students and education professionals play in the co-creation of decompartmentalized knowledge?
  • How can technological tools, in particular GenAI, contribute to the development of OE while requiring regulatory and supervisory mechanisms adapted to their uses?
  • What are the institutional, political or technological levers to support the perennial and widespread use of OER and OEP in educational or training establishments?

 

We welcome various types and formats of publication (research, practitioner, student, debate, etc.) written in French, English or Spanish.

Références

Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1). https://doi.org/10.5334/jime.565

Bozkurt, A. (2023). Generative AI, synthetic contents, open educational resources (OER), and open educational practices (OEP): A new front in the openness landscape. Open Praxis, 15(3), 178-184. https://doi.org/10.55982/openpraxis.15.3.579

Canadian Association of Research Libraries (CARL) /Association des bibliothèques de recherche du Canada (ABRC). (2020). FAQ sur l’éducation ouverte (juillet 2020)/Open Education FAQ (July 2020). https://www.carl-abrc.ca/fr/faire-avancer-lenseignement-et-lapprentissage/education-ouverte/faq-sur-leducation-ouverte/

de la Higuera, C. (2024, décembre 5). L’éducation ouverte pour une intelligence artificielle à notre service. Et non l’inverse. Nantes Université. https://doi.org/10.5281/zenodo.15481618

Hadyaoui, A., & Cheniti-Belcadhi, L. (2025). Ontology-Driven Project Recommendation for Intelligent Recommender System. Interactive Learning Environments, 1–22. https://doi.org/10.1080/10494820.2025.2482587

Mackintosh, W. (2025). Foresighting Viable Open Alternatives to Address OER’s Existential Threat from Commercial Generative AI: Confronting the Unspoken Challenge for Pacific Small Island Developing States. https://oerfoundation.org/wp-content/uploads/2025/01/OERF-Pacific-scenarios-for-GenAI-2025.pdf

ONU.(s.d.). Objectifs de développement durable. https://www.un.org/sustainabledevelopment/fr/objectifs-de-developpement-durable/

Open Education Global (2024, 10 avril). AI & OER: Redefining Education? Panel. [vidéo]. YouTube. https://www.youtube.com/watch?v=nl08elC-yy8

Ossiannilsson, E., Ulloa Cazarez, R. L., Goode, C., Mansour, C., & De Gusmão, C. M. G. (2024). Artificial Intelligence Use to Empower the Implementation of OER and the UNESCO OER Recommendation. Open Praxis, 16 (2), 237–257. https://doi.org/10.55982/openpraxis.16.2.650

Peter, S., & Deimann, M. (2013). On the role of openness in education: A historical reconstruction. Open Praxis, 5(1), 7-14. https://doi.org/10.5944/openpraxis.5.1.23

Peters, M. A., & Green, B. J. (2024). Wisdom in the Age of AI Education. Postdigital Science and Education. https://doi.org/10.1007/s42438-024-00460-w

Pomerantz, J., & Peek, R. (2016). Fifty shades of open. First Monday, 21(5). https://doi.org/10.5210/fm.v21i5.6360

Pratiques pédagogiques ouvertes. (2025.23 avril). Dans Wikipédia. https://fr.wikipedia.org/w/index.php?title=Pratiques_%C3%A9ducatives_ouvertes&oldid=225055867

UNESCO (2017). L’éducation en vue des objectifs de développement durable : Objectifs d’apprentissage. CC BY-SA 3.0 IGO https://unesdoc.unesco.org/ark:/48223/pf0000247507

UNESCO. (2015). Lignes directrices pour les ressources éducatives libres (REL) dans l’enseignement supérieur. UNESDOC. https://unesdoc.unesco.org/ark:/48223/pf0000232842

UNESCO. (2019). La Recommandation 2019 de l’UNESCO sur les ressources éducatives libres (REL). UNESDOC. https://unesdoc.unesco.org/ark:/48223/pf0000383205_fre

UNESCO. (2021). Recommandation de l’UNESCO sur une science ouverte. UNESDOC. https://doi.org/10.54677/LTRF8541

Wiley, D. (2024). Why Open Education Will Become Generative AI Education. [vidéo]. YouTube. https://www.youtube.com/watch?v=WpcE7ihlUDo

Wiley, D. (2025). The OELMs Architecture: The Technical Power of Generative AI Meets the Participatory Power of OER. Blogue de l'auteur. https://opencontent.org/blog/archives/7668

Timeline

  • Notice of intention: until June 30, 2025
  • Full paper due: until August 11, 2025
  • Review provided: Oct. 20, 2025
  • Revised paper due: Nov. 17 2025
  • Publication: Arpil 2026

Send a notice of intention until June 30, 2025

If you want to submit an article, we invite you to send a notice of intention to both the issue coordinator and the editor in the following format and sequence:

  • Title;
  • Type of contribution (research article, practitioner article, student article, debate article, etc.);
  • Half-page summary.

Coordination of the special issue:
Lilia Cheniti-Belcadhi, Université de Sousse (lilia.cheniti@isitc.u-sousse.tn)
Barbara Class, Université de Genève (barbara.class@unige.ch)
Stéphanie Hovington, Université Laval (stephanie.hovington@fse.ulaval.ca)
Marianne Dubé, Université de Sherbrooke (marianne.dube@usherbrooke.ca)
Claude Potvin, Université Laval (claude.potvin.2@ulaval.ca)

Editor-in-Chief: Cathia Papi, revue-mediations@teluq.uquebec.ca

Submissions must be made via the journal's website.

At all times, the journal Médiations et médiatisations (Mediation and Mediatization) also accepts off-theme submissions for publication in a varia issue.

Médiations et médiatisations joins EBSCO Education Source Ultimate!