Ciencia Abierta y Educación Abierta: Nuevas perspectivas para la innovación y la colaboración

Resumen

In the current ecosocial and political context—marked by profound transformations in ways of living, learning, and conducting research—this RELATEC monographic issue emerges as a plural space for pedagogical and epistemological reflection. It brings together eight contributions focused on education as a domain of social transformation, integrating approaches such as open science, participatory methodologies, collaborative networks, and emerging technologies. These contributions originate from the First Ibero-American Meeting on Open Science and Open Education (Montevideo, 2024), organized by the DAI and REUNI+D networks, as part of the LACLO 2024 event. The articles explore experiences and research aimed at fostering a critical and engaged global citizenship. They address institutional challenges to implementing open science in Europe and Spain, emphasizing the need for regulatory coherence, inter-institutional collaboration, and specific training. The JIRG model is introduced, positioning youth as researchers of global challenges, along with Global Quest, a co-designed educational game that encourages youth engagement in sustainability, diversity, and rights. Other contributions include a citizen science initiative on biodiversity in Brazil, an analysis of collaborative networks between universities and schools, the application of generative artificial intelligence in research training, and a critical review of the eduCAPES open educational resources portal. The issue concludes with an examination of data repository quality in educational research based on the FAIR and TRUST principles. Altogether, this monographic issue proposes a reconfiguration of the relationship between science, education, and society, promoting open, inclusive, and socially engaged practices that support meaningful knowledge creation and transformative action.