Africanisation of the curriculum has been proposed as an urgent and transformative imperative in South African education. Africanisation of the curriculum involves incorporating African perspectives, histories, cultures, and knowledge systems into the educational curriculum. It aims to recognise and value the contributions of African societies and…

In 2023, China leads the world in the number of Open Online Courses (OOC, over 64500) and learners (over 1.88 billion). In this article, we provide a brief review of the development of OOCs in China and outline the current situation of Chinese OOC focusing on learning platforms, course size and structure, and micro-credential courses. We also…

The rising prominence of micro-credentials started during the COVID-19 pandemic, where online resources offered competency-building opportunities for the work-from-home (WFH) human capital. During this pandemic, traditional universities faced total halt to face-to-face lectures, but ways paved for open and distance learning (ODL) universities to…

This multinational authored article presents the findings and recommendations of a three-year, European-funded project 'OpenMed: Opening up education in South Mediterranean countries', which brought together five higher education partners from Europe and nine from the South Mediterranean region. This was the first cross-European initiative to…

Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM) is a discourseoriented learning environment that engages students from diverse cultural backgrounds to participate in collaborative knowledge construction. The objective is to evolve a thematic approach to course design that includes elements of open pedagogy, information…

As a response to the increasing commercialization of postsecondary education, educators argue for a practice of care in education. Open pedagogy (OP) seems like an ideal practice where care, trust, and inclusion can be realized. OP is characterized as a democratic and collaborative pedagogical practice, in which students and teachers work to…

The impact of the COVID-19 pandemic has brought the attention of distance education issues to the fore in a way not seen before. All forms of educational provision and sectors were affected by the pandemic. The aim of this conceptual leading article is to highlight three pertinent issues that need to be taken into account in Open, Distance and…

This edited volume explores key challenges facing Vietnamese universities amidst digital transformation, navigating the intersection of technology and cultural values, competition, and open education. Chapters in this book offer insights into the current landscape of Vietnamese higher education, outlining strategies for institutional success and…

Educators and archivists in Africa have repeatedly raised the need for redeveloping university curricula to reflect local and global best practice. An African education curriculum case study by the InterPARES project (2013-2018) that covered 38 countries out of 54 revealed the existence of few available archival training programmes in the…

The research aims at a specific analysis of how learning analytics as a metacognitive tool can be used as a method by teachers as reflective professionals and how it can help teachers learn to think and come down to decisions about learning design and curriculum, learning and teaching process, and its success. Not only does it build on previous…

The conditions for higher education teachers operating in a technology-enhanced education setting and an open educational context -- such as Massive Open Online Courses (MOOCs) -- are different when compared to traditional teaching methods (e.g. in a lecture hall). This study investigates the grounds for 20 teachers at Swedish Higher education…

Globally, children with disabilities are disadvantaged in the school environment. They are also disproportionately represented among out-of-school children. Inclusive Design for Learning provides a means to address this crisis of exclusion of persons with identified and unidentified disabilities, which may be permanent or episodic. This Knowledge…

This analytical report was prepared by the OECD Higher Education Policy Team as part of the Education and Innovation Practice Community (EIPC), an action of the European Union's New European Innovation Agenda, flagship 4 on "Fostering, attracting and retaining deep tech talent". EIPC seeks to bring together peers from policy and practice…

Digital and network society learning happens in new, timeless and borderless spaces. Such society members are always connected and online, sharing and co-creating knowledge, and their learning needs serve as the biggest driving forces for higher education curriculum change. Open online learning methodology seems to be the best-suited way to…

In their role as support to faculty in the course development process, Instructional Designers (IDs) can play an important part in alleviating some of the well-known barriers of open education practices (OEP): faculty time, institutional or faculty resistance to change, and institutional support for faculty (Annand & Jensen, 2017; Barker et…