Analysis of open education in Latin America in the framework of UNESCO's new recommendations

Autori

  • Maria Soledad Ramírez-Montoya tecnologico de monterrey

DOI:

https://doi.org/10.47553/rifop.v98i36.2.94059

Abstract

Open education presents options to support digital competences, especially in times of international recommendations and complex environments. In November 2019 UNESCO issued new recommendations to mobilize open education, around that time signs of pandemic 2019 also appeared. This article looks at the context of Latin America to analyze its open education practices in this framework, in order to locate challenges and opportunities linked to global recommendations and the link with teacher training. The method of systematic literature review (SLR) has been used, based on the identification of 253 articles on the subject of open education, in the indexing systems: Web of Science (WOS) and Scopus, from 2014 to 2019. From this base, the 15 publications of authors from Latin America were identified that constituted the basis of analysis for this SLR. Inclusion, exclusion and quality criteria were applied to obtain the most relevant information. The results show the geographical distribution of authors, the type of methodology used, practices, dimensions, cross-cutting areas, challenges and opportunities linked to recommendations. This document provides value in light of new UNESCO recommendations and pandemic times, for training environments, the location of educational innovations, and the impetus for future education and research.

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Pubblicato

2022-07-26 — Aggiornato il 2022-07-26

Come citare

Ramírez-Montoya, M. S. (2022). Analysis of open education in Latin America in the framework of UNESCO’s new recommendations. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 97(36.2). https://doi.org/10.47553/rifop.v98i36.2.94059

Fascicolo

V. 97 N. 36.2 (2022): Buenas prácticas docentes en formación del profesorado

Sezione

Monográfico

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