The article examines the potential and constraints of OERs from both a pedagogical and legal perspective. It demonstrates how this type of resources are fit for purpose to achieve diversity, knowledge co-creation, and students’ agency in the educational ecosystems. It also flags points of weakness of the EU copyright legal framework, such as the lack of harmonization of rules on co-authorship and adaptation, that need to be tackled to fully enable OER-enabled pedagogies across the Union.
https://dx.doi.org/10.2139/ssrn.4343475
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