Sư phạm mở trong giáo dục đại học: nghiên cứu tổng quan hệ thống về khái niệm và cách tiếp cận
Tóm tắt
Alongside ongoing changes in higher education, open pedagogy is gradually emerging as a topic of growing interest. This study presents a systematic literature review of definitions and dominant theoretical approaches to open pedagogy in higher education, based on an analysis of 97 academic publications selected from the Scopus and Web of Science databases. The findings reveal three major perspectives on open pedagogy: (1) open pedagogy as an educational philosophy closely linked to critical pedagogy and social justice; (2) open pedagogy as a practice grounded in the use of Open Educational Resources (OER), particularly through renewable assignments and knowledge co-creation; and (3) open pedagogy as a contextresponsive and reflective practice. The findings suggest several directions for future research in the Vietnamese context.
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