Conceptualisation, development and impact of open educational practices in higher education: A systematic mapping review

Abstract

Open educational practices (OEP) challenge traditional education by integrating open pedagogies to enhance access and improve learning. As part of the open education movement, these practices aim to democratise education and empower learners, which are key education purposes in the current context of pervasive expansion of artificial intelligence (AI) and political and media polarisation. This study explores the conceptualisation, development and impact of OEP within higher education contexts and addresses four key research questions related to the following: profile of OEP research, conceptualisation of OEP, typologies and characteristics of OEP implemented and educational needs related to developing and promoting OEP. A systematic mapping review of 123 publications was conducted to address these areas. The findings reveal diverse conceptualisations that span from open educational resources (OER) to more progressive, student‐centred pedagogical approaches. The results also point to scarce Global North–South collaboration and a persistent gap between OEP theory and practice, driven by nationally concentrated studies and insufficient detailed implementations. Finally, this study underscores the potential of OEP to democratise education, promote equity and foster innovation while also emphasising the need for continuous professional development and systemic support to overcome implementation challenges.

Rationale for this study: This study highlights the need to revisit OEP in light of digital transformation in education, offering insights grounded in existing literature to inform future directions

Why the new findings matter: In an increasingly complex, global and diverse context, revisiting OEP is essential to address equity, inclusion and accessibility, and to reaffirm their role in promoting educational justice.

Implications for educators, researchers and policymakers: Policymakers are urged to address structural barriers such as institutional resistance and limited resources, as well as consider OEP support policies. For researchers, this study offers a strong foundation to further examine the impact of OEP and the different types of OEP, considering also longitudinal studies. For educators, the review provides examples of different types of OEP and, when corresponding, what their results have been. Therefore, educators are encouraged to learn from the characteristics of these OEP so that they can adapt and apply them in the design and implementation of OEP in the context of their higher education courses.