Open Science and the Future of Education

María Soledad Ramírez-Montoya is the chair, UNESCO/ICDE Open Educational Movement for Latin America. She has a PhD in Philosophy and Educational Sciences from the University of Salamanca and is a level 3 member of Mexico's National System of Researchers. She has extensive teaching experience at all educational levels, as well as in the training of teachers, innovation leaders, and educational change agents. She leads innovative projects based on open science, 5.0 technologies, and intersectoral collaboration, with an emphasis on sustainable development. As UNESCO and ICDE chair of the Open Education Movement for Latin America, she coordinates training and research networks to promote equitable access to learning and strengthen capacities to foster quality education for all.Inés Álvarez-Icaza Longoria, Tecnologico de Monterrey, Mexico, has a PhD in Engineering, is an industrial designer and has a master's in Design, Education and Technology. She is a professor at the Department of Design at Tecnológico de Monterrey, and a researcher in the "Reasoning for Complexity" Group and the "Education and Technology" Research Unit of the Institute for the Future of Education. She is also the founding member of the Interuniversity Design Workshop in Mexico City and an evaluator of design programmes in Mexico. She has authored several academic research projects on education and design of digital platforms, as well as accessibility and universal design projects. Her research interests are design methodologies, inclusive design and transition design. She belongs to different international research networks, such as J-WEL of the Massachusetts Institute of Technology, the Knowledge Equity Network of the University of Leeds and Systemic Design.

• Introduction: Co-Creation of Open Solutions Through Interdisciplinary Collaboration: A Manifesto for Open Science in the Future of Education Chapter 1: Co-Creating Lifelong Learning for Global Higher Education Transformation Chapter 2: Advancing AI Literacy by Enabling Inclusive Education for Dyslexia in Latin America Chapter 3: Empowering Future Educators across Borders and Disciplines for Experiential Learning Ecosystems Chapter 4: STEM-CARES: STEM Community for AI Resources and Educational Strategies Chapter 5: Catalysing Open-Source Collaboration for AI Fluency for Educators Chapter 6: W-IMPACT Women: Improving Migrant Potential Through Accessing Careers and Training Chapter 7: Empowering Higher Education for Critical and Collaborative Adoption of Emerging Technologies Chapter 8: Boosting AI Literacy to Tackle Educational Inequality Chapter 9: INTEGRITY-AI: Integrating Ethical AI Governance for Responsibility, Innovation, and Transparency in Higher Education

From research academiaThis book addresses a topic of particular relevance and currency in the field of education, namely the policies of open science and their various critical elements. This topic is approached from a theoretical and well-founded perspective, as well as a practical and applied one, resulting in a manifesto of particular interest for mobilizing open science in the future of education. Furthermore, this is done from a broad international perspective, involving various agents and authors who offer critical elements for this transformative process, both individually and collectively. Francesc M. Esteve-MonUniversitat Jaume IAn excellent documentary faithful to its principles of sharing innovative knowledge from an interdisciplinary perspective, illustrating how to democratise access to education, the scope of technology for these purposes, and how different actors in society can collaborate in learning about and understanding complex phenomena. Nancy Constantina Mazón ParraUniversidad Nacional Autónoma de MéxicoThe manifesto constitutes a call to action for institutions, educators, and policymakers seeking to foster a more accessible, fair, and sustainable educational future; it provides a guiding framework structured into nine thematic manifestos to mobilize open science as a driver of educational transformation. Claudia Marina Vicario SolorzanoInstituto Politécnico NacionalThe book presents a comprehensive and cutting-edge perspective on the integration of open science and artificial intelligence in higher education. It is a resource of great value for those of us dedicated to educational innovation, as it offers a robust theoretical framework and practical examples that are essential for the training of our future educators. I appreciate its focus on equity, inclusion, and interdisciplinary collaboration as fundamental pillars for educational change. Priscila Zoar Rodríguez HernándezTecnológico de MonterreyFrom educational companiesThis work offers a robust and forward-looking framework for advancing open science and its direct implications for teacher professional development. It emphasizes the active participation of teachers as co-creators with social actors in their own learning, and it can also be applied to the implementation of interoperable systems for pedagogical competency recognition aimed at retaining the best talent in classrooms. Furthermore, it highlights the integration of AI literacy as a core element of teacher training. Its combination of theory, practice, and inclusivity principles makes it highly valuable for educational innovation. Dr. Federico Malpica BasurtoInstituto Escalae / Sinapsia Group Finland OyThe book's content is useful for promoting inclusion in the AI literacy and AI fluency process, through interdisciplinary and collaborative work. Each section of the book reflects the researchers' genuine interest in developing broad-based projects aimed at developing the human talent for current and future generations. Roxana Contreras LobatoFounder of Aulika DigitalThe book is a timely and essential contribution, highlighting open science's critical role in transforming education, promoting equity, and addressing global challenges through interdisciplinary collaboration. It serves as a powerful call to action, providing actionable insights for co-creation of knowledge and innovative educational practices. María Enedina Carmona FloresAprendIA