Open Pedagogy Toolkit: Module 1

What is Open Pedagogy and Why Does it Matter?

Open Pedagogy (OP) definitions and descriptions vary across the educational literature. This toolkit adopts DeRosa and Jhangiani’s (2017) definition, which frames OP as an “access-oriented commitment to learner-driven education AND as a process of designing architectures and using tools for learning that enable students to shape the public knowledge commons to which they are a part” (p. 13–14). We particularly like this definition because it focuses on students as contributors to the knowledge commons and places less emphasis on instructional materials being completely open and free. 

While using and creating open materials is an important aspect of OP, DeRosa and Jhangiani position OP as both a teaching philosophy centered on access and an educational design practice that empowers students to become active contributors to their learning environments and shape education in democratic ways. Because it is a teaching mindset, it can inform how instructors design and implement classroom practices that they can share with and impart to their students. It can also refer to a collection of specific educational practices. OP is fundamentally student-centered and learner-driven, prioritizing students’ commitment and involvement in their learning for both short- and long-term needs.

This pedagogical shift towards openness, transparency, and equity in education extends learning beyond the classroom setting and into real-world, social contexts (Cronin, 2017). As higher education continues to evolve and there is a greater need to prepare students for life after college, OP offers a pathway toward more innovative, impactful, and student-centered learning environments that benefit students, instructors, institutions, and communities alike.

OP is also a pedagogical approach focused on information. OP aims to provide learners with access to high-quality information and to raise students’ awareness of the challenges and affordances of information access. OP prioritizes students’ authentic engagement with the knowledge commons, which, simply put, is the idea that knowledge (information, ideas, data, scholarship) should be freely available and accessible to all (Hess & Ostrom, 2006; Madigan, 2024).  

Research demonstrates meaningful benefits for students by enabling them to engage directly with public spaces where knowledge is generated, shared, and discussed. According to Hilton (2016) and Werth & Williams (2021), students develop stronger critical thinking skills, greater self-direction, and increased engagement and motivation in the classroom. Students exercise intrinsic motivation and agency by taking ownership of their educational journey through co-creating knowledge and participating in OP projects. OP practices can also improve student retention, while reducing course material costs can alleviate financial stress (Colvard, Watson, & Park, 2018). This is of great importance to institutions and learners. Studies show that increasing course affordability can positively impact student retention at both the class and university levels (Bishop et al., 2025). Student-created projects contribute to the learning commons and enhance institutional reputation through community engagement (Houlden & Veletsianos, 2022).

As an educator, you can benefit from incorporating OP practices into your work. OP enables curriculum innovation and flexibility, promoting interdisciplinary learning and real-world problem-solving (DeRosa & Jhangiani, 2017). OP encourages professional growth through experimentation and reflective practices, which promote faculty development and collaboration (Cronin, 2017). The flexibility and innovation enabled through OP can support personalized and culturally relevant instruction, facilitate professional growth, while providing students with an authentic learning experience.

OP in higher education fosters transformative societal impacts by democratizing knowledge, promoting civic engagement, and preparing students for a collaborative workforce. When students engage as co-creators of content, they challenge traditional educational hierarchies in which students are recipients of content from experts and instead may develop a sense of personal agency and responsibility by actively creating content (DeRosa & Jhangiani, 2017). Unsurprisingly, many examples of OP projects emphasize students working with real-world issues, contributing meaningfully to community needs, cultivating civic engagement, and social justice awareness (Houlden & Veletsianos, 2022). These collaborative, public-facing experiences not only are more personally relevant and reflect the world around students, but they also build essential workforce skills, including communication, digital literacy, and ethical reasoning (Werth & Williams, 2021).