This article examines the role of 4.0 technological enablers in driving open education, aiming to contribute to UNESCO’s recommendations for open education and science.
Based on a perception study with 206 participants from an international Open Education program, the authors investigate the main challenges and successful cases identified by participants as key drivers for advancing open education.
Using a mixed-methods approach, the study explores how technologies can facilitate learning and improve access to Open Educational Resources (OER), aligning with UNESCO's goals for sustainability and international cooperation.
Open education and open science call for technological innovations that support their growth and effectiveness. This study reviews pertinent literature and empirical cases, developing a framework of technological enablers that includes open technologies, digital pedagogies, and adaptive and intelligent tools.
These enablers contribute not only to inclusive and equitable access to knowledge but also foster a collaborative learning environment adaptable to the demands of a digital society.
The study’s conclusions underscore the importance of digital literacy for stakeholders in open education, suggesting improvements in infrastructure and international collaboration.
---
How to cite: González-Pérez, L. I., Ramírez Montoya, M. S., & García-Peñalvo, F. J. (2022). Technological Enablers 4.0 to Drive Open Science and Education: Input to UNESCO Recommendations. RIED. Revista Iberoamericana de Educación a Distancia, 25(2), 23–48. https://doi.org/10.5944/ried.25.2.33088
