Qualitative Variation in Academics’ Perceptions of Open Educational Practices: A Phenomenographic Analysis

This study explores the significance of Open Educational Practices (OEP) in higher education, emphasizing its role in fostering collaboration, diversity, and knowledge sharing. Prior research has failed to emphasize how experienced practitioners understand OEP. Adopting a phenomenographic approach, this study analyses the perceptions of seven educators and six administrators from an Open University in Palestine about OEP. The analysis reveals four distinct and progressively include ways in which these practitioners understand OEP: (1) Recontextualizing open resources and methods; (2) Collaborating and engaging learners through pragmatic activities; (3) Empowering practitioners by enhancing their understanding of openness; and (4) Engaging communities through knowledge creation and exchange. This progression highlights a shift from viewing OEP as a classroom-based practice towards a global community engagement effort. The study contributes to the literature by expanding the meaning of OEP beyond content to include open pedagogies and collaborative practices. It offers a novel perspective on OEP implementation, emphasizing interconnected open platforms for immersive learning. Additionally, it provides insights into the evolving roles of OEP practitioners, seen as recruiters of other practitioners, thereby extending OEP to a broader community.