Journal of Interactive Media in Education
type: channel
description: ***JIME is currently focusing on a number of Special Collections - see announcements below for more details on our calls for papers- the journal is therefore closed to general submissions at the present time.*** JIME is a peer reviewed open access online journal in educational technology that focuses on the implications and use of digital media in higher or post-compulsory education. It aims to foster a multidisciplinary and intellectually rigorous debate on both the theory and practice of interactive media in higher or post-compulsory education. JIME was launched in September, 1996.
publisher: Ubiquity Press
language: en
publication name: Journal of Interactive Media in Education
issn: 1365-893X
copyright: Authors who publish with this journal agree to the following terms (if a submission is rejected or withdrawn prior to publication, all rights return to the author(s)): Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). Submitting to the journal implicitly confirms that all named authors and rights holders have agreed to the above terms of publication. It is the submitting author's responsibility to ensure all authors and relevant institutional bodies have given their agreement at the point of submission. Note: some institutions require authors to seek written approval in relation to the terms of publication. Should this be required, authors can request a separate licence agreement document from the editorial team (e.g. authors who are Crown employees). Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 License
items: Correction: Beyond Boundaries: The Role of Learning Types in Shaping MOOC Learner Engagement and Progression
items: 30th Anniversary Guest Editorial: Reflections from JIME Editors
items: The Journal of Interactive Media in Education 1996–2026: Looking Back on Thirty Years in Open Publishing
items: Book Review 2025
items: Editorial: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
items: Unsafe AI for Education: A Conversation on Stochastic Parrots and Other Learning Metaphors ⚠️
items: Metaphors of AI in Education: Discourses, Histories and Practices
items: AI-Driven Model for Fostering International Cooperation in Open Education: A Roadmap for Innovation and Equity
items: Empowering Equity, Diversity and Inclusion: The Impact and Future of Open Education in Latin America
items: Co-Creation Strategies for Equitable Open Education: A Framework for Diversity and Inclusion
items: Open Education in Latin America: A Regional Assessment of Open Educational Resources Initiatives
items: Open Education and Science in the Digital Age: Virtual Reality and Competency Development in Physiology Learning within Health Sciences
items: Sustainability Models for Open Educational Resources: A Pioneer Study Based on Interactive Media in Alignment with the 2024 Dubai Declaration
items: Open Educational Practices as Digital Public Goods: Promoting Resilience, Equity and Innovation in Higher Education Ecosystems
items: Optimize to Open: An Exploratory-Experimental Approach to the Computational Optimization of Open Large Language Models for Educational Access
items: TOLUCATRAIN VR 1.0: Implementation and Evaluation of an Open Educational Resource for Railway Training
items: From Niche to Regime: Rethinking Openness in the Age of Artificial Intelligence
items: Active Learning, Mentoring and AI- Open Educational Resources: A Case Study in a Virtual Laboratory
items: AI and Learning with AI: University Students’ Metaphorical Conceptualizations
items: Fear and Awe: Making Sense of Generative AI Through Metaphor
items: The Staging of AI: Exploring Perspectives About Generative AI, Creativity and Education
items: Reflecting Reality, Amplifying Bias? Using Metaphors to Teach Critical AI Literacy
items: Assessment of Open Educational Resources Instruments: A Systematic Review
items: Editorial – Connected Learning in Contexts of Forced Displacement
items: Autotune for Knowledge: A Generative Metaphor for AI in Education

Correction: Beyond Boundaries: The Role of Learning Types in Shaping MOOC Learner Engagement and Progression
type: item
description: This article details a correction to: John, H., Kerr, J. and Andrieux, G. (2024) ‘Beyond Boundaries: The Role of Learning Types in Shaping MOOC Learner Engagement and Progression’, Journal of Interactive Media in Education, 2024(1), p. 15. Available at: https://doi.org/10.5334/jime.890.
subject: Correction
  topic: section
subject: Massive Open Online Courses
  topic: keywords
subject: online course design
  topic: keywords
subject: learner engagement
  topic: keywords
subject: learner progression
  topic: keywords
creator: Hannah John
creator: John Kerr
creator: Guillaume Andrieux
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-07-03
publication date: 2026-07-03
starting page: 16
ending page: 16
doi: 10.5334/jime.1168

30th Anniversary Guest Editorial: Reflections from JIME Editors
type: item
description: This guest editorial, published as part of our 30th anniversary of JIME celebrations, sees former editors reflect on their time with the journal.
subject: Editorial
  topic: section
subject: JIME virtual special collection: JIME 30th anniversary
  topic: category
subject: editorial
  topic: keywords
subject: reflection
  topic: keywords
subject: didactic innovation
  topic: keywords
subject: open educational practices
  topic: keywords
subject: editorial
  topic: subjects
subject: reflection
  topic: subjects
subject: innovation
  topic: subjects
subject: open educational practices
  topic: subjects
creator: Diana Laurillard
creator: Simon Buckingham Shum
creator: Tamara Sumner
creator: Eileen Scanlon
creator: Patrick McAndrew
creator: Ann Jones
creator: Martin Weller
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-06-22
publication date: 2026-06-22
starting page: 15
ending page: 15
doi: 10.5334/jime.1163

The Journal of Interactive Media in Education 1996–2026: Looking Back on Thirty Years in Open Publishing
type: item
description: The Journal of Interactive Media in Education (JIME) was launched in September 1996. To mark the 30th anniversary year of the journal, we have assembled a virtual special collection of the most frequently viewed papers published in JIME to-date, identified using the JIME website metrics. In this editorial, we introduce the papers in the collection and also narratively situate them against a backdrop of trends in topics within the journal in each of the three decades that have passed. We also reflect on the origins and evolution of JIME and look ahead to the future.
subject: Editorial
  topic: section
subject: JIME virtual special collection: JIME 30th anniversary
  topic: category
subject: interactive media
  topic: keywords
subject: open access publishing
  topic: keywords
creator: Katy Jordan
creator: Robert Farrow
creator: Koula Charitonos
creator: Fereshte Goshtasbpour
creator: Francisco Iniesto
creator: Beck Pitt
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-06-22
publication date: 2026-06-22
starting page: 14
ending page: 14
doi: 10.5334/jime.1151

Book Review 2025
type: item
description: The following publication contains book reviews of these titles: Chigona, A, Crompton, H and Tunjera, N. (eds) 2024. Global perspectives on teaching with technology: theories, case studies, and integration strategies. Routledge. Gupta, SL, Kishor, N, Mishra, N, Mathur, S and Gupta, U. (eds) 2021. Transforming higher education through digitalization: Insights, tools and techniques. CRC Press, Taylor and Francis Group. Roushan, G, Polkinghorne, M and Patel, U. (eds) 2025. Teaching and learning with innovative technologies in higher education: Real-world case studies. Routledge. Mujtaba Asad, M, Sherwani, F, Bin Hassan, R and Churi, P. (eds.) 2021. Innovative education technologies for 21st century teaching and learning (1st ed.). CRC Press, Taylor & Francis Group. https://doi.org/10.1201/9781003143796
subject: Book and eBook Reviews
  topic: section
subject: Higher Education
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Innovative Technologies
  topic: keywords
subject: Teaching and Learning
  topic: keywords
subject: Digitalization
  topic: keywords
subject: Teacher Professional Development
  topic: keywords
creator: Seeun Jeon
creator: Fatemeh Ranjbaran Madiseh
creator: Hastangka
creator: Ming Chen
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2025-12-09
publication date: 2025-12-09
starting page: 19
ending page: 19
doi: 10.5334/jime.1102

Editorial: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
type: item
subject: Editorial
  topic: section
subject: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
  topic: category
creator: María Soledad Ramírez-Montoya
creator: Marcela Morales
creator: Paola Corti
creator: Rory McGreal
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: 1
ending page: 1
doi: 10.5334/jime.1098

Unsafe AI for Education: A Conversation on Stochastic Parrots and Other Learning Metaphors ⚠️
type: item
description: This interview article discusses the impact on popular and educational discourses of the metaphor for a Large Language Model of a “stochastic parrot”. The metaphor comes from the title of an influential paper on the harms of large language models from 2021. Here we present a perspective on the short but influential history of the metaphor through an interview with one of its creators, Professor Emily M. Bender. Using the broad lens of metaphor as a way to shape and frame discourse, the editors interviewed Professor Bender and asked her a series of questions to spark discussion around AI in Education. A variety of topics were covered, including: on how metaphors and anthropomorphisation when carelessly used can elide harms and obviate responsibilities; the role of BigTech, data theft and metaphors of colonisation; Whether AI is unsafe for education and if so to which learners; Techno-solutionism; Positionality and AI “voice”; and whether EdTech is a key driver of AI bullshit and enshittification. This article aims to give readers an accessible insight into how a particular metaphor may be enacted in discourse and to contribute to wider critical debates about how GenAI operates in the context of datafication and educational harms.
subject: Articles
  topic: section
subject: Metaphors of AI in Education: Discourses, Histories and Practices
  topic: category
subject: metaphors
  topic: keywords
subject: bullshit
  topic: keywords
subject: enshittification
  topic: keywords
subject: GenAI
  topic: keywords
subject: AIED
  topic: keywords
subject: Edtech
  topic: keywords
subject: LLM
  topic: keywords
subject: bias
  topic: keywords
subject: AI discourse
  topic: keywords
creator: Emily M. Bender
creator: Eamon Costello
creator: Kyungmee Lee
creator: Robert Farrow
creator: Giselle Ferreira
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2025-08-26
publication date: 2025-08-26
starting page: 10
ending page: 10
doi: 10.5334/jime.1079

Metaphors of AI in Education: Discourses, Histories and Practices
type: item
subject: Editorial
  topic: section
subject: Metaphors of AI in Education: Discourses, Histories and Practices
  topic: category
creator: Giselle Ferreira
creator: Eamon Costello
creator: Robert Farrow
creator: Kyungmee Lee
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2025-08-26
publication date: 2025-08-26
starting page: 9
ending page: 9
doi: 10.5334/jime.1077

AI-Driven Model for Fostering International Cooperation in Open Education: A Roadmap for Innovation and Equity
type: item
description: Although artificial intelligence (AI) is transforming educational practices worldwide, there is a limited understanding of how it can shape structured forms of international cooperation in open education. This study asks: How can AI support international cooperation in open education aligned with global equity agendas? An instrumental case study was conducted on the UNESCO/ICDE 2025 Residency, involving 110 participants from 13 countries. Data sources included team logs, a post-residency survey with 72 responses, and a co-authored manifesto. These materials were analysed through content analysis, inductive coding, and visual mapping. The results indicate four main contributions: first, ten interdisciplinary projects aligned with UNESCO frameworks; second, broad engagement across five strategic action areas; third, the identification of three key domains, which are Enabling Conditions, Cooperative Processes, and Sustainability Mechanisms; and fourth, the role of AI in enabling collaboration, design, and knowledge sharing. The proposed roadmap presents a scalable model for educators, policymakers, and global networks to foster equitable, AI-driven cooperation in open education.
subject: Articles
  topic: section
subject: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
  topic: category
subject: Open Education
  topic: keywords
subject: International Cooperation
  topic: keywords
subject: Artificial Intelligence
  topic: keywords
subject: Complex Thinking
  topic: keywords
subject: Educational Innovation
  topic: keywords
subject: Higher Education
  topic: keywords
creator: Azeneth Patiño
creator: Sandra Martínez-Pérez
creator: Maria Soledad Ramírez-Montoya
creator: Jhonattan Miranda
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: 11
ending page: 11
doi: 10.5334/jime.1047

Empowering Equity, Diversity and Inclusion: The Impact and Future of Open Education in Latin America
type: item
description: The objective of the research presented in this paper is to understand the current state of Equity, Diversity and Inclusion (EDI) within Open Education in Latin America, and to explore how communities of open practice can be more equitable, diverse and inclusive within this context. Insights from 12 experts in the region were collected through interviews and a focus group. Latin America emerges as a critical region for examining these goals due to its uneven digital infrastructure and diverse educational contexts. The study results highlight Latin America’s potential to foster open ecosystems through increased collaboration among universities, capacity-building with local experts, and clearer regional identity and communication. It also recommends supporting multilingual content and inclusive events to strengthen the community. From an EDI perspective, expanding access in low-bandwidth environments is essential. While AI offers promising tools like multilingual translation, its high resource demands pose sustainability and equity challenges, especially in Latin America. The study cautions against premature AI adoption without foundational infrastructure and digital confidence. It also warns of risks like algorithmic bias and cultural erasure if AI tools lack authentic community engagement. UNESCO’s 2024 Dubai Declaration outlines a strategic vision for enhancing the accessibility and impact of Open Educational Resources (OER), with a strong emphasis on EDI. The Dubai Declaration’s emphasis on capacity-building and inclusive access aligns with the study’s findings, which underscore the need for participatory, context-sensitive approaches.
subject: Articles
  topic: section
subject: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
  topic: category
subject: Equity
  topic: keywords
subject: Diversity
  topic: keywords
subject: Inclusion
  topic: keywords
subject: Open Education
  topic: keywords
subject: EDI in Open Education
  topic: keywords
subject: EDI in Latin America
  topic: keywords
subject: Dubai Declaration
  topic: keywords
creator: Francisco Iniesto
creator: Carina Bossu
creator: Viviane Vladimirschi
creator: Rob Farrow
creator: Rebecca Pitt
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: 3
ending page: 3
doi: 10.5334/jime.1049

Co-Creation Strategies for Equitable Open Education: A Framework for Diversity and Inclusion
type: item
description: Education must be inclusive for all. Higher education institutions are aware of their responsibility to provide alternatives to meet the challenges of equitable education. But the great diversity of possibilities creates an even greater challenge: how to include everyone? This article presents the development of the INSPIRA framework, a participatory model designed to guide co-creation strategies that foster inclusion and equity in open and digitally mediated educational environments. Grounded in the collective experience of educational communities, the framework proposes to use the collective experience of the educational community of institutions as a focus for the creation of context-specific strategies. To this end, we analyzed 20 co-creation strategies developed with specific communities that contribute to inclusion in the educational context. The study yielded findings that allow us to conclude that the INSPIRA framework may serve as a meaningful contribution to ongoing efforts in developing contextualized, relevant, and up-to-date inclusion strategies for institutions committed to embracing classroom diversity with dignity and purpose.
subject: Articles
  topic: section
subject: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
  topic: category
subject: open education
  topic: keywords
subject: inclusion
  topic: keywords
subject: equity in education
  topic: keywords
subject: educational innovation
  topic: keywords
subject: higher education
  topic: keywords
creator: Inés Alvarez-Icaza
creator: Mireia Usart-Rodríguez
creator: Patricia Torres-Sánchez
creator: Benito Javier Martínez-Briones
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: 10
ending page: 10
doi: 10.5334/jime.1038

Open Education in Latin America: A Regional Assessment of Open Educational Resources Initiatives
type: item
description: Open education has emerged as a key approach to promoting equitable access to knowledge, grounded in collaboration, content reuse, and the use of open licenses. Within this framework, Open Educational Resources (OER) represent a fundamental strategy for expanding learning opportunities in Latin America, particularly in contexts characterized by structural inequalities. Although numerous initiatives have emerged across the region, there remains a lack of a comprehensive regional diagnosis that would allow for an understanding of their distribution, characteristics, and stage of development. This study aimed to map and analyze the OER available on web platforms from Spanish-speaking countries in Latin America, considering variables such as resource type, educational level, institutional support, licensing, covered topics, and their degree of alignment with the strategic objectives outlined in UNESCO’s 2019 Recommendation on Open Educational Resources (UNESCO 2022). An exploratory, automated methodology was employed, combining web crawling tools (Netpeak Spider), scraping scripts in Python/Selenium, manual review, and expert validation. A total of 210 active websites offering open educational resources were identified. The findings reveal a strong emphasis on accessibility, with a notable concentration in higher and postgraduate education, primarily driven by universities. While the analysis shows that most initiatives align with UNESCO’s third strategic objective—ensuring inclusive and equitable access—other key areas such as regional cooperation, the development of sustainable models, and institutional capacity-building are less prominently represented. This situation highlights the need to move toward a more comprehensive approach that not only prioritizes access, but also fosters sustainable, collaborative, and legally sound open practices.
subject: Articles
  topic: section
subject: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
  topic: category
subject: Open Educational Resources (OER)
  topic: keywords
subject: Open Education
  topic: keywords
subject: Latin America
  topic: keywords
subject: Educational Innovation
  topic: keywords
subject: Educational Access
  topic: keywords
creator: Davis Velarde-Camaqui
creator: Iris Cristina Peláez-Sánchez
creator: Yéssica Betzabé Contreras Fuentes
creator: Azeneth Patiño
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: 9
ending page: 9
doi: 10.5334/jime.1034

Open Education and Science in the Digital Age: Virtual Reality and Competency Development in Physiology Learning within Health Sciences
type: item
description: This quasi-experimental study evaluates the impact of Virtual Reality (VR), implemented as an open educational resource, on teaching physiology to Health Sciences students. Recent studies have shown that immersive technologies enhance conceptual understanding and increase students’ active engagement; however, their adoption remains limited in formal higher education contexts. Building on this background, the present study seeks to confirm these benefits and examine whether integrating VR into the classroom contributes to developing additional generic competencies relevant to professional performance in dynamic environments. An experimental group (VRG, n = 100), which used classrooms equipped with VR technology, was compared with a control group (CG, n = 63), which followed the traditional dissection-based method. The results show a significant increase in academic performance and knowledge retention in the VRG (a 25.93% improvement compared to a 9.87% decrease in the CG), as well as a strengthening of generic competencies such as practical application, autonomous learning, adaptability to change, decision-making, and collaboration. This research aligns with the goals of the UNESCO Dubai Declaration on Open Educational Resources, by highlighting VR’s potential to democratize access to knowledge and foster the development of open, inclusive, and sustainable educational and scientific ecosystems.
subject: Articles
  topic: section
subject: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
  topic: category
subject: Virtual Reality
  topic: keywords
subject: Open Education
  topic: keywords
subject: Physiology
  topic: keywords
subject: Generic Competencies
  topic: keywords
subject: Emerging Technologies
  topic: keywords
creator: Augusto Cabrera-Duffaut
creator: Ana María Pinto-Llorente
creator: Ana Iglesias-Rodríguez
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: 12
ending page: 12
doi: 10.5334/jime.1029

Sustainability Models for Open Educational Resources: A Pioneer Study Based on Interactive Media in Alignment with the 2024 Dubai Declaration
type: item
description: Open Educational Resources (OER) are openly licensed teaching, learning, and research materials that can be freely accessed, adapted, and redistributed to promote inclusive and equitable education. The 2019 UNESCO Recommendation on OER, adopted by Member States, outlined five strategic action areas, including the development of sustainable models (Action Area 4) to ensure the long-term viability of OER initiatives. Building upon this framework, the 2024 Dubai Declaration reaffirmed the global commitment to OER by emphasizing digital equity, sustainability, and cross-sector collaboration as essential principles for transforming education systems worldwide. This study investigates sustainability models for OER through a pioneering intervention that aligns with the 2024 Dubai Declaration and Action Area 4 of the 2019 UNESCO Recommendation on OER. Conducted during the UNESCO Stay 2025 event at Tecnológico de Monterrey, the research engaged over 100 professionals from higher education, government, civil society, and industry in a structured interactive workshop. A mixed-methods approach was employed, incorporating pre-tests and post-tests alongside a collaborative digital media space, to assess participants’ understanding and co-create practical strategies for sustainable OER ecosystems. The theoretical framework addressed four dimensions: sustainable environmental approaches, digital public goods, green computing, and interoperability. Results revealed a significant increase in participants’ knowledge, with teams proposing diverse solutions including the use of renewable-powered digital infrastructure, crowdfunding, institutional cost-sharing, open licensing standards, and cross-sector governance mechanisms. The participants’ reflections indicated a shift from conceptual awareness to actionable proposals, reinforcing the feasibility of implementing sustainable models in educational projects. Findings emphasize the need for educational institutions and policy-makers to a…
subject: Articles
  topic: section
subject: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
  topic: category
subject: Educational Innovation
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Open Educational Resources
  topic: keywords
subject: Digital Media
  topic: keywords
subject: Environmental Sustainability
  topic: keywords
subject: Financial Sustainability
  topic: keywords
creator: Cristina Sofia Torres-Castillo
creator: Rasikh Tariq
creator: Diana Hernández-Montoya
creator: Antonio Martínez-Arboleda
creator: Ernesto Pacheco-Velazquez
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: 13
ending page: 13
doi: 10.5334/jime.1028

Open Educational Practices as Digital Public Goods: Promoting Resilience, Equity and Innovation in Higher Education Ecosystems
type: item
description: Open Education (OE) plays a crucial role in advancing the United Nations’ vision for Digital Public Goods by fostering equitable, inclusive, and resilient higher education systems. While the global policy discourse often centres on Open Educational Resources (OER), OE encompasses a wider spectrum of Open Educational Practices (OEP) that include co-creation, inclusive pedagogies, care-centred teaching, and accessible learning design. These practices cultivate communities of open practice and promote systemic transformation in education through collaboration and innovation. This paper addresses policy-makers, institutional leaders, and educators seeking to better understand and support OEP within broader digital and open education agendas. It argues that to maximise OE’s impact as a Digital Public Good, policies must move beyond an OER focus to engage with the full range of open practices emerging from grassroots and academic communities. Drawing on a thematic and integrative review of international frameworks—including UNESCO Recommendations and UN development agendas—we examine the conceptual evolution of OEP and its practical implementation across diverse contexts. By analysing existing policy frameworks and synthesising inclusive, ethics-informed models of openness, the paper contributes new insights into how OE governance can align more closely with the lived realities of educators and learners. In doing so, it offers evidence-based recommendations for rethinking OE policies to reflect the complexity, creativity, and transformative potential of OEP.
subject: Articles
  topic: section
subject: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
  topic: category
subject: Open Education
  topic: keywords
subject: Artificial Intelligence in Education
  topic: keywords
subject: critical digital literacy
  topic: keywords
subject: educational policy
  topic: keywords
subject: digital platforms
  topic: keywords
creator: Javiera Atenas
creator: Fabio Nascimbeni
creator: Leo Havemann
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: 5
ending page: 5
doi: 10.5334/jime.1021

Optimize to Open: An Exploratory-Experimental Approach to the Computational Optimization of Open Large Language Models for Educational Access
type: item
description: The rapid integration of artificial intelligence into open education has intensified global demands for equitable access, sustainable infrastructure, and technological inclusion. This study evaluated the feasibility and educational impact of optimizing Open Large Language Models (OLLMs) for deployment in low-resource learning environments. Five open-source models (Falcon, Bloom, GPT-NeoX, T5, and Flan-T5) were optimized using an exploratory-experimental approach with unstructured pruning and Retrieval-Augmented Generation (RAG). The intervention was tested in three simulated educational infrastructures (public university, community digital center, and rural classroom) and analyzed using quantitative metrics on system efficiency and educational output. The findings revealed: (a) a reduction of up to 11% in response time across all models; (b) a decrease of approximately 20% in RAM and VRAM usage; (c) a 1.4% improvement in the educational relevance of responses; and (d) a 33% increase in query throughput, indicating greater scalability in open education contexts. These results offer practical and ethical guidance for educators, policymakers, and technology developers by showcasing how optimized OLLMs can become key enablers of worldwide open, inclusive, and sustainable learning ecosystems.
subject: Articles
  topic: section
subject: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
  topic: category
subject: Open access
  topic: keywords
subject: incremental fine-tuning
  topic: keywords
subject: open large language models
  topic: keywords
subject: computational optimization
  topic: keywords
subject: educational innovation
  topic: keywords
subject: higher education
  topic: keywords
creator: Iván Miguel García-López
creator: José-Martín Molina-Espinosa
creator: María-Soledad Ramírez-Montoya
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: 6
ending page: 6
doi: 10.5334/jime.1051

TOLUCATRAIN VR 1.0: Implementation and Evaluation of an Open Educational Resource for Railway Training
type: item
description: This article presents the development and functional evaluation of TOLUCATRAIN VR 1.0, an immersive Open Educational Resource (OER) aimed at technical railway training. The proposal aligns with the open science and education movement, integrating Virtual Reality (VR) technologies as a strategy to democratize access to specialized knowledge in contexts with limited physical infrastructure. The proof of concept (Technology Readiness Level 4 /TRL4) was implemented at two campuses of the Instituto Politécnico Nacional using a mixed-methods approach, including quantitative instruments (System Usability Scale/SUS scale and pre/post knowledge test) and qualitative testimonies. Results indicate high usability, significant improvement in technical learning, and strong user appropriation of the content. Moreover, the open, sovereign, and contextualized nature of the resource stands in contrast to closed commercial models. The study concludes that this type of OER can be scalable and adaptable to other sectors, with recommendations for future steps including longitudinal validation, progressive curricular integration, and enhanced accessibility.
subject: Articles
  topic: section
subject: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
  topic: category
subject: Railway engineering
  topic: keywords
subject: mixed reality
  topic: keywords
subject: extended reality
  topic: keywords
subject: virtual reality
  topic: keywords
subject: Unreal Engine
  topic: keywords
subject: educational technology
  topic: keywords
creator: Claudia Marina Vicario-Solórzano
creator: Victor Joohvan Veraza-Garcia
creator: Emmanuel González-Rogel
creator: Aquiles Raziel Rojas-Martínez
creator: Karla Josette Salas-Montoya
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: 7
ending page: 7
doi: 10.5334/jime.1040

From Niche to Regime: Rethinking Openness in the Age of Artificial Intelligence
type: item
description: In this paper, we critically evaluate the evolving process of Open Education (OE) amidst the ongoing proliferation of Artificial Intelligence (AI). The Multi-Level Perspective (MLP) framework developed by Geels (2002) is utilized in the present analysis of contemporary calls for “openness” in AI, with a focus on the concepts of democratization, cost-effectiveness, sustainability and decentralization. Moving beyond a binary framing of openness as either commercialized or emancipatory, the analysis conceptualizes openness as a contested imaginary shaped by a diverse array of actors. Furthermore, we aim to draw parallels with historical OE and Open Science (OS) developments and identify recurring socio-technical challenges. The analysis conducted reveals a persistent disconnection between landscape aspirations, niche innovations, and unruly educational regimes. It is argued that the readjustment of these levels necessitates a robust theoretical and philosophical foundation for imaginaries of ‘openness’, through which strategic investments in open infrastructure and context-specific policy development can be applied. The paper offers a more balanced and theoretically grounded framework for rethinking openness in the age of AI by integrating critiques from the state-led instrumentalisation of openness.
subject: Articles
  topic: section
subject: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
  topic: category
subject: Open Education
  topic: keywords
subject: Artificial intelligence
  topic: keywords
subject: Multi-Level Perspective
  topic: keywords
subject: Digital Public Goods
  topic: keywords
subject: Socio-technical Transitions
  topic: keywords
creator: Markus Deimann
creator: Bence Lukács
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: 4
ending page: 4
doi: 10.5334/jime.1050

Active Learning, Mentoring and AI- Open Educational Resources: A Case Study in a Virtual Laboratory
type: item
description: Active learning strategies integrated with generative Artificial Intelligence (AI) technology applied to Open Educational Resources (OER) represent an advancing approach to the evolution of open education in response to digital-era demands. From this perspective, the objective of this paper is to examine how mentoring interventions, framed as an active learning strategy, contribute to the collaborative development of a generative AI-based OER within the context of a virtual social innovation laboratory. A qualitative case study was conducted using a digital ethnographic approach, complemented by participant observation to understand the patterns of digital collaboration group dynamics and mentoring interventions within this context. Mentoring was analyzed using a structured framework that supported the interpretation of interpersonal dynamics and developmental processes. The results illustrate how an OER including a chatbot, manual, video, and website emerged through interdisciplinary collaboration supported by structured mentoring. The findings demonstrate a possible way for generative AI tools to support authentic tasks. In particular, the OER developed in this laboratory was designed to assist human resources management by AI. This research contributes to a growing body of knowledge on how generative AI can support open education, offering insights into the design of AI-enhanced educational tools and collaborative authorship.
subject: Articles
  topic: section
subject: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
  topic: category
subject: mentoring
  topic: keywords
subject: generative artificial intelligence
  topic: keywords
subject: Open Educational Resources
  topic: keywords
subject: virtual learning environments
  topic: keywords
subject: active learning
  topic: keywords
creator: Darlene González Miy
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: 2
ending page: 2
doi: 10.5334/jime.1033

AI and Learning with AI: University Students’ Metaphorical Conceptualizations
type: item
description: The introduction of artificial intelligence (AI) in people’s lives, including in educational settings, is happening rapidly and on a massive scale. However, AI represents a complicated and abstract concept for laypeople and is, in its entirety, still quite unfamiliar to many, including students in higher education. Metaphors may facilitate the comprehension of novel or abstract concepts in terms of something already known, and help investigate implicit beliefs that have the potential to influence an individual’s actions. This study explored undergraduate students’ (n = 124) perceptions of AI and of learning with AI by analyzing metaphors collected following an established metaphor elicitation paradigm. Students’ attitudes towards AI, AI content knowledge, and usage of AI tools were assessed. The qualitative analysis of metaphors of AI yielded nine categories (e.g., brain, human, machinery, unknown), while the analysis of metaphors for learning with AI yielded seven categories (e.g., self-regulation, educator, shared learning). Overall, the anthropomorphization of AI for both foci was observed. Many conceptualized learning with AI as learning with trustworthy support, and foregrounded the perceived facilitation of learning on the basis of AI. This study highlights the importance of fostering accurate conceptualizations of AI and its role in learning, while addressing misconceptions and overly simplistic representations. Promoting a nuanced understanding of AI is essential to ensuring its effective use as a tool that enhances, rather than impedes, learning processes.
subject: Articles
  topic: section
subject: Metaphors of AI in Education: Discourses, Histories and Practices
  topic: category
subject: artificial intelligence
  topic: keywords
subject: AI in Education
  topic: keywords
subject: metaphors for AI
  topic: keywords
subject: metaphors for learning with AI
  topic: keywords
subject: higher education
  topic: keywords
creator: Maria Zirenko
creator: Ina Alexandra Machura
creator: Sabine Fabriz
creator: Lukas Schulze-Vorberg
creator: Holger Horz
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2025-08-26
publication date: 2025-08-26
starting page: 13
ending page: 13
doi: 10.5334/jime.994

Fear and Awe: Making Sense of Generative AI Through Metaphor
type: item
description: In this paper, we advance the examination of generative AI (GenAI) in educational contexts in two distinct ways. First, we introduce and evaluate an innovative workshop model designed to explore GenAI metaphors, helping participants to articulate their own and their peers’ responses to the technology. These workshops included students, academics and educational support staff at a large Australian university. Second, we analyse the metaphors and collaborative discussions generated during these workshops, which reveal a diverse spectrum of perspectives on GenAI, from practical tool to existential threat. Our analysis surfaces tensions that align closely with prevailing attitudes and current literature on metaphor and GenAI, particularly the tensions between human versus machine agency, and the known versus the unknowable capabilities of the technology. Through these contributions, we propose a qualitative approach that maps the complex interplay of perceptions surrounding emerging technologies, inviting critical reflection on GenAI’s ethical and societal dimensions. Our work offers a structured yet flexible approach for facilitating meaningful dialogue about the implications of GenAI in education that moves past fear and awe.
subject: Articles
  topic: section
subject: Metaphors of AI in Education: Discourses, Histories and Practices
  topic: category
subject: GenAI
  topic: keywords
subject: metaphors
  topic: keywords
subject: metaphors in education
  topic: keywords
subject: higher education
  topic: keywords
subject: qualitative
  topic: keywords
subject: sensemaking
  topic: keywords
creator: Carmen Vallis
creator: Stephanie Wilson
creator: Alison Casey
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2025-08-26
publication date: 2025-08-26
starting page: 14
ending page: 14
doi: 10.5334/jime.972

The Staging of AI: Exploring Perspectives About Generative AI, Creativity and Education
type: item
description: In this article we investigate the role of generative AI in education with a focus on creativity, metaphorically utilising relevant features from Augusto Boal’s Forum Theatre as part of a participatory qualitative inquiry. Presenting three distinct perspectives—Gatekeeper, Evangelist, and Diplomat—our article explores emotional and intellectual responses to AI and creativity, utilising theatrical forms to offer personal insights about the intricate balance between AI’s benefits and risks. Adopting a post-qualitative approach, we avoid forced consensus, instead weaving individual viewpoints with a reflective commentary that seeks to elucidate and critically engage with the ideas presented. The adoption of Forum Theatre as a metaphor for our inquiry serves to deepen our understanding of AI’s transformative potential in educational settings and highlights the need for a collaborative, dialogic and critical approach to AI in education in a time of global change, one that honours the diversity of opinions in this evolving domain.
subject: Articles
  topic: section
subject: Metaphors of AI in Education: Discourses, Histories and Practices
  topic: category
subject: Generative AI
  topic: keywords
subject: metaphor
  topic: keywords
subject: education
  topic: keywords
subject: creativity
  topic: keywords
subject: post-qualitative inquiry
  topic: keywords
subject: Forum Theatre
  topic: keywords
subject: Augusto Boal
  topic: keywords
creator: Edwin Creely
creator: Danah Henriksen
creator: Michael Henderson
creator: Punya Mishra
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2025-08-26
publication date: 2025-08-26
starting page: 11
ending page: 11
doi: 10.5334/jime.995

Reflecting Reality, Amplifying Bias? Using Metaphors to Teach Critical AI Literacy
type: item
description: As educational institutions grapple with questions about increasingly complex Artificial Intelligence (AI) systems, finding effective methods for explaining these technologies and their societal implications to students remains a major challenge. This study proposes a methodological approach utilising Conceptual Metaphor Theory (CMT) and UNESCO’s AI competency framework to develop activities to foster Critical AI Literacy (CAIL). Through a systematic analysis of metaphors commonly used to describe AI systems, we develop criteria for selecting pedagogically appropriate metaphors and demonstrate their alignment with established AI literacy competencies, as well as UNESCO’s AI competency framework. Our method identifies and suggests four key metaphors for teaching CAIL. This includes AI as a funhouse mirror, a map, an echo chamber, and a black box. Each of these metaphors seeks to address specific characteristics of GenAI systems, from filter bubbles to algorithmic opacity. We present these metaphors alongside pedagogical activities designed to engage students in experiential learning of these concepts. In doing so, we offer educators a structured approach to teaching CAIL that touches on aspects of technical understanding and provokes questions about societal implications. This work contributes to the growing field of AI and education by demonstrating how carefully selected metaphors can make complex technological concepts more accessible while promoting CAIL.
subject: Articles
  topic: section
subject: Metaphors of AI in Education: Discourses, Histories and Practices
  topic: category
subject: Critical AI literacy
  topic: keywords
subject: artificial intelligence
  topic: keywords
subject: metaphors in education
  topic: keywords
subject: GenAI
  topic: keywords
creator: Jasper Roe
creator: Mike Perkins
creator: Leon Furze
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2025-08-26
publication date: 2025-08-26
starting page: 18
ending page: 18
doi: 10.5334/jime.961

Assessment of Open Educational Resources Instruments: A Systematic Review
type: item
description: The measurement associated with Open Educational Resources (OER) represents one of the points to be addressed in the research agenda. This study aims to conduct a systematic literature review of studies that addressed the construction or validation of instruments on OER developed from 2018 to 2023. Through data collection in Elsevier, PubMed, and Google Scholar search engine databases, 17 studies provided reports of psychometric properties of scales measuring factors related to OER. The results show that, although few studies have been found, these have been increasing, and the scales present further evidence of reliability and validity. In conclusion, the measurement of OER is an area that should be addressed to a greater extent by researchers; having measurement scales with adequate psychometric properties leads to better empirical research results.
subject: Articles
  topic: section
subject: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
  topic: category
subject: Open Educational Resources
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Educational Innovation
  topic: keywords
subject: Future of Education
  topic: keywords
creator: Leonardo David Glasserman Morales
creator: Carolina Alcantar-Nieblas
creator: Andres Chiappe-Laverde
rights: Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: 8
ending page: 8
doi: 10.5334/jime.1009

Editorial – Connected Learning in Contexts of Forced Displacement
type: item
subject: Editorial
  topic: section
subject: Connected Learning in Contexts of Forced Displacement
  topic: category
subject: refugee education
  topic: keywords
subject: forced displacement
  topic: keywords
subject: connected learning
  topic: keywords
subject: digital education
  topic: keywords
subject: Blended learning
  topic: keywords
creator: Koula Charitonos
creator: Rovincer Najjuma
creator: Michael Gallagher
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2025-03-06
publication date: 2025-03-06
starting page: 1
ending page: 1
doi: 10.5334/jime.1005

Autotune for Knowledge: A Generative Metaphor for AI in Education
type: item
description: This paper explores how Donald Schön’s concept of generative metaphor can serve as a conceptual frame for problematising AI in education. Our focus is on the metaphor of AI as autotune for knowledge, as originally proposed by educator Dave Cormier. Through a close reading and exploration of the metaphor, we draw on Schön’s conceptual materials to surface underlying assumptions and reframe key issues at play in Cormier’s story. We show that the autotune metaphor, while intuitively appealing, oversimplifies the analogy between autotune as a tool for professional music-making and the relationship between expertise and use of AI tools. Drawing on a more nuanced view of autotune in music production, we elicit several points of conflict with Cormier’s original metaphor to generate a richer problematisation of issues posed by AI in education.
subject: Articles
  topic: section
subject: Metaphors of AI in Education: Discourses, Histories and Practices
  topic: category
subject: artificial intelligence
  topic: keywords
subject: metaphor
  topic: keywords
subject: AI in education
  topic: keywords
subject: autotune
  topic: keywords
subject: knowledge
  topic: keywords
creator: Jack Walton
creator: Dave Cormier
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by/4.0
date: 2025-08-26
publication date: 2025-08-26
starting page: 12
ending page: 12
doi: 10.5334/jime.998