Just published as part of the Unitwin Network on Open Education 23 good reasons… to adopt Open Education
Advancing Open Learning: The Dubai Declaration and UNESCO Open Education Chairs for Accessible, Adaptable, and Relevant Learning” by Solenn Gillouard
Today’s article is written by Zeynep Varoglu
Zeynep Varoglu is a Senior Programme Specialist in UNESCO’s Digital Innovation and Transformation Section, focusing on Open Educational Resources and ICT Competency Framework for Teachers.
Zeynep Varoglu has been the key person coordinating, at UNESCO, the efforts on OER. She has agreed to share her global analysis and views on the new context, favourable to the development of open education. In a way, Zeynep is telling us why… it’s the right time to open up!
The Dubai Declaration on Open Educational Resources (OER), adopted at the 3rd UNESCO World OER Congress, “Digital Public Goods: Open Solutions and AI for Inclusive Access to Knowledge” (Dubai, UAE, 19-20 November 2024), offers a comprehensive framework for transforming learning through the responsible use of AI and emerging technologies. Building on the UNESCO 2019 Recommendation on OER, the Declaration addresses challenges posed by the rapid rise of generative AI, such as licensing issues for machine-generated content, data privacy and the development of AI tools to improve attribution, discoverability, and machine translation. The Declaration outlines actionable strategies that promote broader access to knowledge, educational opportunities, openness, all while ensuring the responsible integration of AI into learning.
The Dubai Declaration on Open Educational Resources (OER) emerged from a comprehensive multistakeholder collaborative effort to implement the UNESCO 2019 Recommendation on OER. Key contributions included those from Dr. Tel Amiel, UNESCO Chair in Open Education and Technologies for the Common Good, Brazil, and Dr. Javiera Atenas, Senior Lecturer at the University of Suffolk, UK, who prepared a research paper for UNESCO. The initiative was also supported by the UN Sustainable Development Solutions Network (SDSN). The Declaration was shaped by two feedback cycles from the UNESCO/Internet Governance Forum (IGF) OER Dynamic Coalition Advisory Group and six regional consultations[1] organized by UNESCO. These consultations involved approximately 900 participants from 91 countries representing governments, institutions and civil society, and provided regional insights that were integrated into the Declaration. Additionally, a six-week global open online consultation received input from 36 countries, showcasing widespread support. Further refinements occurred during the 3rd UNESCO World OER Congress, which brought together some 400 participants from 100 countries representing governments, institutions and civil society from all UNESCO world regions.
The Dubai Declaration’s emphasis on leveraging technology for openly licensed learning content aligns closely with the mission of the UNESCO UNITWIN Network of Open Education Chairs (UNOE). The Network serves as an essential hub for research, advocacy, and capacity-building, working to create an educational ecosystem that remains open, accessible, and adaptable to the needs of diverse learners. It plays a pivotal role in advancing the goals of the Dubai Declaration by fostering a future where inclusivity, equity, and collaboration are fundamental to learning.
Harnessing Technology for Good and Advancing Digital Public Goods
The Dubai Declaration serves as a strategic guide for UNESCO Member States to leverage openly licensed learning content and integrate AI and emerging technologies into the OER ecosystem. It stresses the importance of digital public goods, as outlined in the UN Secretary-General’s Roadmap for Digital Cooperation, which includes open-source software, open data, AI models, standards, and content that comply with privacy laws, do no harm, and contribute to achieving the SDGs. The Declaration highlights several key focus areas:
Generative AI in Learning : The Declaration advocates for responsible frameworks and open licensing to enable the use of generative AI tools in creating educational content, including textbooks, multimedia resources, and course materials. This approach emphasizes transparency and addresses copyright concerns, contributing to the expansion of digital public goods in learning.
Data Privacy : The Declaration stresses the need to safeguard personal data while promoting the open exchange of knowledge. It calls for policies that protect user data while ensuring that digital resources remain accessible and secure, which is in line with OER principles.
Attribution Systems and Discoverability : The Declaration supports the development of AI tools that ensure fair attribution of open educational content. Proper attribution systems are essential for building trust in OER, allowing creators to retain credit for their work while making resources globally accessible.
Machine Translation : AI-powered translation tools are essential for overcoming language barriers in learning. The Declaration emphasizes that these tools must be open, accurate, and culturally sensitive, promoting equitable access to education for learners worldwide.
To address these challenges, the Dubai Declaration advocates for continued international collaboration, research, and the development of flexible policies that support digital public goods and foster inclusive, equitable learning.
UNESCO Open Education Chairs: Supporting the Dubai Declaration’s Implementation
The UNESCO UNITWIN Network of Open Education Chairs is central to advancing the goals outlined in the Dubai Declaration. The network serves as a dynamic hub for research, advocacy, and capacity-building, supporting the integration of OER and open educational practices into higher education systems globally. By leveraging emerging technologies, the network fosters openness and inclusivity in learning.
Key roles of the UNESCO UNITWIN Network of Open Education Chairs include:
Research and Policy Development : The Network leads research initiatives that inform the development of evidence-based policies for open learning. Its work offers critical insights into how AI and emerging technologies can be integrated into OER, addressing key issues such as copyright, data security, and fair attribution.
Building Capacity for Open Learning : The Network plays a vital role in training educators and institutions to adopt open educational practices, thereby strengthening the global open learning ecosystem.
Global Collaboration and Advocacy : The Network promotes international collaboration by sharing best practices and lessons learned globally. This collaboration supports the Dubai Declaration’s call for enhanced global cooperation and helps advance open learning worldwide.
Conclusion
The Dubai Declaration on OER provides a robust framework for transforming learning through technology and openness. The UNESCO UNITWIN Network of Open Education Chairs is instrumental in implementing the framework by supporting research, capacity-building, and global collaboration. Through the integration of AI and emerging technologies into open learning, the Network contributes to building a more inclusive, resilient, and participatory learning environment. The UNESCO UNITWIN Network of Open Education Chairs has an important role to play in ensuring that knowledge remains accessible, adaptable, and relevant to the needs of an increasingly digital world.
[1] These regional consultations were held online and in hybrid format, as follows: the Africa consultation (hybrid, at eLearning Africa 2024, 31 May 2024); the Caribbean consultation (online, 10 July 2024); the Asia and the Pacific consultation (online, 30 July 2024); the Europe and North America consultation (hybrid at Digital Learning Week, UNESCO, 4 September 2024); the Latin America consultation (online, 8 October 2024); and the Arab States consultation (online, 21 October 2024).
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Advancing Open Learning: The Dubai Declaration and UNESCO Open Education Chairs for Accessible, Adaptable, and Relevant Learning”
” by Zeynep Varoglu is licensed under CC BY 4.0
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