No 23, April 2026

Open education (OE), understood as a combination of open educational resources (OER) and open educational practices (OEP), promotes the creation, adaptation, and dissemination of content under an open license, while supporting collaborative and inclusive teaching approaches. The recent rise of generative artificial intelligence (GAI) calls into question the very existence of OE. It facilitates the production and customization of OER, while raising ethical, pedagogical, and societal issues. In the many French-speaking contexts, where research remains limited, contributions from practitioners are proving useful in initiating a movement in this direction. We therefore felt it was relevant to share scientific and experiential knowledge in order to encourage critical reflection on EO in the age of GAI. This special issue brings together sixteen contributions: two knowledge synthesis articles, two research articles, six practitioner accounts, three discussion and debate articles, and three interviews. The syntheses open the issue by examining the conditions for a profound transformation of knowledge and practices, whether in cognitive justice in EO or self-management in health supported by GAI. The research articles examine the uses of OER and open tools in higher education, revealing both their potential and the continuing need for training. The contributions from practitioners offer a variety of feedback: resource sharing, collaborative teaching methods, and instructional design based on certain models. Discussion articles explore the tensions between openness, capabilities, accessibility, and quality, while interviews reveal institutional, national, and Francophone perspectives on sharing policies and cultures. These texts form a multidimensional Francophone overview of open education in the age of GAI.

Open Education (OE) is generally portrayed as fostering the democratization of access to knowledge and equity in higher education. However, this vision obscures the persistence of systemic inequalities, particularly those arising from the logic of the gift or from the neoliberal instrumentalization of openness. Resource sharing is systematically promoted in a positive light, with only a few scholars raising the issue of cognitive justice. This article aligns with this line of inquiry by proposing levers that may foster the emergence of knowledge co-construction practices. Drawing on a non-systematic literature review combined with a critical analysis, the approach builds on the conceptual contributions of Von Humboldt’s notion of Bildung as well as on the epistemologies of the South. The identified levers for OE grounded in cognitive justice call for the development of epistemic, pedagogical, and technical forms of knowledge to break with the systemic reproduction of North–South asymmetries.

The quality of life of individuals with complex conditions is influenced by their involvement in managing their illness and by their level of self-management competence. These patients may have difficulties identifying freely accessible educational resources and other relevant open resources to develop such skills. We carried out a narrative literature review aimed at identifying artificial intelligence technologies used in personal health records and the challenges these technologies help address. Our search was carried out in three databases: PubMed, ScienceDirect, and Scopus. Keywords were selected to include artificial intelligence and personal health records. Among the 17 articles retrieved, four main families of technologies emerged: machine learning, rule-based systems, ontologies, and natural language processing. In most articles, several technologies are combined and contribute complementarily to the learning of self-management. This review highlights the potential to enrich personal digital health records design with artificial intelligence and is part of the development of the SPÉCIAL digital environment, which aims to provide greater support in patients’ self-management learning journey.

This study explores the use of open-source digital tools and open educational resources (OER) in language learning, with a focus on teaching practices and students’ autonomous learning strategies. Conducted across several institutions of Hassan First University, the research follows a mixed-methods approach combining semi-structured interviews with 12 teachers and a questionnaire answered by 215 students. Findings reveal a growing but uneven use of OER, often hindered by lack of training, time, and infrastructure. Students frequently turn to online platforms (YouTube, Duolingo, ChatGPT, etc.) for self-directed learning, though they face challenges with motivation, consistency, and self-assessment. The study highlights the need for active pedagogical mediation to ensure effective integration of OER into teaching practices and calls for the development of contextually adapted resources within a more inclusive educational framework.

In a context of information overload amplified by the many digital tools at our disposal, including generative artificial intelligence, students must now learn to navigate a constantly changing information ecosystem. Wikipedia, long viewed with suspicion, now appears to be a potential lever to foster information literacy. This article presents the results of a survey on the effects of an educational scenario incorporating writing activities in Wikipedia. The analysis focuses on both the development of information literacy and motivation.  Using a design-oriented research approach, our study was carried out with 296 students in the humanities program at Cégep de Saint-Jérôme. The results indicate that participation in Wikipedia had a significant effect on students' perception of their skills across all areas of the Association of College and Research Libraries (ACRL) Competency Framework. Positive effects were also observed on motivation, particularly with regard to the perceived value of learning activities.

With distance learning growing fast, sharing digital educational resources (DER) has become a must. The Inter-Order Distance Learning Expertise Center, an entity of Campus numérique Québec funded by the Ministry of Higher Education, has identified 1,500 DERs available in the network in order to assess their quality and group the most relevant ones into a public database of digital educational resources on distance learning in higher education. To this end, an evaluation grid was developed and integrated into a collaborative application that optimizes data monitoring, coordination, and management. In just one year, a structured approach involving 20 evaluators made it possible to achieve a satisfactory level of reliability, despite challenges related to defining criteria, categorizing resources and reaching consensus. The results led to the implementation of an OER database on distance learning, the development of a resource adaptation process and an OER self-assessment grid, and the launch of a call for for new OERs projects. However, significant challenges remain, including ensuring sustainable access to resources to support distance learning in a constantly changing environment. 

This article presents a workshop and its facilitation guide in the form of an Open Educational Resource (OER), aimed at exploring the future of Higher Education through the integration of foresight thinking and generative AI (GenAI). The workshop, designed for the postsecondary ecosystem, is intended for all its members. It uses the “Futures Wheel” method to guide participants in collaboratively identifying upcoming trends and signals of change and imagining their direct and indirect repercussions. Working in small groups and with the help of generative AI tools, participants will create, reflect on, and respond to possible futures.

Construire un enseignement au sujet du numérique implique d’articuler des connaissances nombreuses, des compétences pratiques, sans cesse renouvelées, et des sujets sensibles, tant les usages contribuent à l’estime de soi et à la socialisation des personnes étudiantes. Face à ces défis, la Murale du numérique propose une approche ludique, librement réappropriable, construite à partir de contenus issus de la recherche, et rédigés par une cohorte d’étudiants et étudiantes en communication. Composée de 48 cartes réparties en six thématiques (technique, économique, sociale, psychologique, écologique, régulation), la Murale se joue en équipe selon trois scénarios pédagogiques complémentaires:

1. Sensibilisation : partager usages et représentations autour de notions-clés afin de stimuler la réflexion critique.


2. Mobilisation : s’engager dans un projet selon les compétences et communautés des équipes, et montrer qu’un autre numérique est possible.


3. Co-écriture : modifier ou créer de nouvelles cartes selon des règles éditoriales, et les voir publiées au sein de la Murale pour enrichir toute la communauté éducative.

Différents niveaux de littératie sont ainsi activés à travers ces scénarios pédagogiques, et d’autres formules sont encore envisageables. La Murale du numérique est une ressource éducative libre ancrée dans les communs numériques, ouverte à une contribution collective.

A diagnosis of a complex illness requires patients and their loved ones to acquire new knowledge and develop new skills (medical, self-management, navigating the healthcare system with professionals). Validated educational resources are necessary to meet these needs. The integration of validated and accessible open educational resources (OER), combined with the mobilization of artificial intelligence (AI) technologies, makes it possible to create a bank of resources that can be used within personalized learning paths, adapted to the needs of patients and professionals, as part of a learning situation. Our team developed the digital environment named SPÉCIAL (Scénarisation PÉdagogique Collaborative Intégrant des Alternatives et des Liens), focused on learner/patient engagement and optimizing interprofessional collaboration in the context of Long COVID. In an iterative design-based research approach, involving a patient partner from the initial phase, we co-constructed various digital solutions focusing on establishing a synergy between OER and the mobilization of AI technologies. These are based on literature reviews of technologies used in healthcare and their challenges, as well as on the development of learning pathways and resources that take into account the diversity of needs and professional cultures.

In this professional article, we explore the creation, use, and dissemination of OERs in extension projects developed by Prosa - Center for Research in Education and Ethical-Critical Technology at the Federal University of Santa Catarina (UFSC), Brazil. Our focus is to explore challenges and practices inherent to the design, creation, licensing, indexing, and use of OERs. Topics of discussion, articulated with the production of OERs within the scope of the National Policy for the Training of Professionals in Professional and Technological Education (Brasil, 2024), include the challenges of collaborative management, as well as the dimensions of research as support for the design of OERs, the creation of OERs and its production flows, and the training of professionals in multidisciplinary teams in a process-integrated manner. The discussion is based on specialized literature (Cerny, 2009; Cerny et al., 2017; Brick, 2017; Brick et al., 2020; Lebler, Brick e Borges, 2024; Toso et al., 2024) and on the practices experienced by the Prosa Center (UFSC) in the production of OERs based on public policies. In this sense, based on Prosa's experience, we address the potential of public institutions in Brazil, through the implementation of projects in collaboration with the federal government, for the structured use of OERs in training programs for professionals in various fields, especially education.

The recent emergence of generative artificial intelligence (GAI) in the field of education has influenced the transformation of teaching practices. GAI has opened new perspectives for the design of digital, interactive, personalized, and adaptive educational resources. Questions have emerged about the potential of using GAI in the creation of open educational resources (OER) based on open teaching practices. This article presents feedback on the design of a modular OER dedicated to software analysis and design, developed using free tools and distributed under a Creative Commons CC-BY license, as well as its use, impact, updating, and improvement. It describes the gradual integration of GAI into the pedagogical production and improvement process. Several uses have been explored: linguistic and stylistic revision, automatic generation of questionnaires, creation of virtual tutors, and experimentation with ChatGPT-5's “Study and Learn” mode. The authors present the advantages of the uses with which they have experimented, while highlighting the technological, legal, and ethical limitations they encountered during their explorations. Based on their findings, they offer recommendations to OER creators on the use of AI for the creation and evolution of OERs.

Education is a strategic lever for achieving several Sustainable Development Goals (SDGs) as set out by the UN. However, it is being rolled out in a challenging demographic context characterized by a growing demand for education in many parts of the world, coupled with a lack of resources, both material (infrastructure, premises) and human (shortage of teachers). In this context, Open Educational Resources (OER) appear to be an educational tool of choice for promoting access to and dissemination of knowledge on a large scale. Generative artificial intelligence (AI) is now reinforcing this potential. Many EdTech companies offer solutions for automatically generating educational content that can be integrated into digital environments (LMS). However, creating high-quality OERs requires more than just the use of technology; it requires a rigorous approach, guided by educational and ethical principles. This article proposes a 10-step workflow for integrating generative AI into the design of OERs. Each step specifies the possible contributions of AI, examples of prompts and tools that can be used, supported by a summary table.

Open Education (OE) and Open Educational Resources (OERs) are founded on democratic values, which are principles that few people in the field of education oppose. Indeed, sharing resources is a commitment that enables the development of knowledge. However, the deployment of OERs seems to be held back in many institutions. Initial criticisms relate to the absence of dedicated policies and teachers’ resistance to sharing. Additionally, concerns regarding generative AI, and tensions with openness must be addressed. Consequently, a reconceptualization of OERs seems necessary. To achieve this, we propose using the capability approach to grasp the tension between shared values and absent practices at both institutional and individual levels. By drawing on the processes of opportunity and freedom, empowerment is at stake during active participation in OE. How do OERs help shape an empowering professional environment for teachers and students? The article suggests a revitalized place for OERs now that AI is available with a view to consider in a more confident operationalization of action frameworks for OE..

The culinary metaphor of raw and cooked allows us to explore the notions inherent in OER broadcast formats. Thanks to their flexibility, OERs can be used as they are, modified, adapted or translated. The choice of shared file formats is therefore an important one. The “raw” version of an OER is presented in an editable format (e.g., DOCX), enabling users to transform them. Conversely, the “baked” version of OER is fixed by its format (e.g., PDF), which offers fewer possibilities for reuse and can pose technical challenges. Beyond the concepts of raw and cooked, associated with licenses, it is essential to distinguish other concepts such as “free,” “open access,” “free of charge,” and the concept of evolving OER. We discuss the importance of the choice of authoring tools and platforms to respect the spirit of OERs, and the need to share OERs developed on a specialized platform or platforms. We conclude that the distinction between the two versions, raw and cooked, highlights the diversity of uses and contexts in which they are embedded, underlining the importance of a flexible, ethical and inclusive approach to their design, dissemination and reuse. 

Since 2019, the University of Sherbrooke (Quebec, Canada) has been carrying out projects and taking concrete actions to actively engage its community in the development, promotion, and integration of open educational resources (OER) as part of its teaching mission. In November 2024, in a context where equitable access to quality French-language knowledge was becoming a concern, the institution's university council took a favorable position on OERs by adopting the Policy on the Use and Creation of Open Educational Resources (Policy 1500-052). Through interviews with the main stakeholders in this policy (students, teaching staff, faculty management, student and training support services, and university management), the article recounts the reflective process behind this policy and highlights its reception and implementation within the community. By documenting this initiative, the article aims to share a case study with other institutions wishing to engage in a similar process, while contributing to collective reflection on the future of OERs in higher education throughout the French-speaking world.

The French government’s 2023-2027 roadmap for digital technology in higher education and research sets out 26 measures aimed at reinforcing five principles: sovereignty, security, digital responsibility, open data, and the use of cloud computing. Among these, Measures 9 and 10 focus on promoting open educational resources (OER) and developing a national strategy for open education. These actions are coordinated by Luc Massou (University of Lorraine, France) and Pierre Boulet (University of Lille, France) within the framework of the Digital Committee for Student Success and Institutional Agility (COREALE), whose role is to steer digital transformation and promote student success. This interview aims to communicate the French ministry’s position in the open ecosystem to best support student success. It addresses the foundations, operating methods, stakeholders, and recommendations resulting from Measures 9 and 10.

A professor in the Computer Science Department at Nantes University, Colin de la Higuera, is a leading figure in the field of open education. Renowned for his work in algorithmics, formal language theory, and artificial intelligence, he has recently distinguished himself through his commitment to open educational resources (OER). As head of the UNESCO RELIA Chair, he plays a key role in promoting AI and open education in French-speaking countries. In 2024, his exceptional leadership was recognized with an Open Education Global Award, highlighting his international influence. He also chairs the UNITWIN network, an initiative bringing together 18 UNESCO chairs dedicated to open education, with the aim of strengthening global capacities in this field. In this interview, Prof. de la Higuera reflects on sharing, or rather on the obstacles to it. He emphasizes that the rise of OERs is based on a willingness to share that is not always evident. Understanding this stance is essential to promoting the adoption of open education in French-speaking universities.