Open Educational Resources for Transforming Teaching Practices in Upper Secondary and Higher Education
DOI:
https://doi.org/10.59343/v5i3.qwewdx49Keywords:
Teaching, pedagogy, educational resources, REAAbstract
The purpose of this study was to analyze the relationship between the use of Open Educational Resources (OER) and Transformative Teaching Practice among upper secondary and higher education teachers. The methodology was quantitative, with a non-experimental correlational design, applying a validated and reliable questionnaire with a Cronbach’s alpha coefficient of 0.920 to a sample of 501 teachers from upper secondary and higher education levels. The results regarding performance levels indicated that most teachers are positioned at high levels of OER use, particularly in terms of access and pedagogical use (70.9%), while the promotion of these resources showed a slightly lower level (60.1%). The correlations between OER use dimensions and teaching practice were positive and statistically significant, with the strongest relationship observed between OER promotion and teaching practice (r = .762, p < .001). It is concluded that higher levels of OER use are associated with greater development of pedagogical practices oriented toward transformation, innovation, and educational improvement at the upper secondary and higher education levels. Finally, a conceptual framework is established, along with guidelines for teacher training in the dimensions of teaching practice, highlighting the need for institutional policies that foster open educational practices across different educational levels.
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