In the opening article of the RIED - Revista Iberoamericana de Educación a Distancia Special Issue, titled "Complex Digital Horizons in the Future of Education 4.0: Insights from UNESCO Recommendations," authors Ramírez-Montoya, McGreal, and Obiageli Agbu present an in-depth exploration of the challenges and opportunities educational institutions face within the context of today’s digital transformation.
This introductory article contextualizes the other works within this Special Issue, all focused on advances in Education 4.0 and Open Educational Resources (OER), aligned with UNESCO’s recommendations to promote more inclusive, equitable, and accessible learning.
The article examines how UNESCO’s recommendations serve as pillars guiding the transition toward digital education models that facilitate not only universal access but also the development of competencies within complex environments.
Through a comprehensive literature review and a forward-looking analysis, the authors identify key areas: from reasoning for complexity to digital support and solidarity in access to knowledge. The inclusion of open digital tools and the creation of new, OER-based educational models are among the approaches proposed to shape an educational framework that effectively addresses global challenges.
The contributions in this Special Issue expand upon this vision, offering examples and strategies for implementing Education 4.0 across diverse contexts. This inaugural work lays the foundation for international collaboration aimed at establishing an open and supportive education system, in line with UNESCO’s sustainable development goals and recommendations for a quality, globally accessible learning experience.
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How to cite: Ramírez Montoya, M. S., McGreal, R., & Obiageli Agbu, J.-F. (2022). Complex Digital Horizons in the Future of Education 4.0: Insights from UNESCO Recommendations. RIED. Revista Iberoamericana de Educación a Distancia, 25(2), 09–21. https://doi.org/10.5944/ried.25.2.33843
