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This research's objective was to identify the terminal efficiency of the Massive Online Open Course "Educational Innovation with Open Resources" offered by a Mexican private university. A quantitative methodology was used, combining descriptive statistics and probabilistic models to analyze the levels of retention, completion, and desertion, as well as the characteristics of the students who completed the course. The results show a 14% of student retention and an 11.7% of student completion, relative to the total number of participants, who had some common characteristics: having a graduate (master or doctorate), being experienced in online education, committed to the course and self-taught. The participants who abandoned the course expressed the following reasons: problems with the course's structure, limitations in the use of information and communication technologies or limited English proficiency, family reasons or low time disposition. It is recommended to take actions that will increase the knowledge in order to explain the MOOCs' desertion rates and to strengthen their structures to improve the retention and completion rates.

Purpose Sustainable development is an issue of high relevance for all countries and universities play a fundamental role in promoting the participation of society members in achieving this objective. This study aims to conduct an open laboratory of social innovation (OPENLAB_SI) inside a university with society stakeholders, as a research and innovation tool that facilitates addressing the complexity of social problems through the principles of openness, experimentation, inclusion, diversity, participation and collaboration. The aim was to encompass innovation with the active participation of citizens in processes of experimentation, exchange and creativity to impact their social reality through collective designs for more sustainable futures done by and for communities. Design/methodology/approach This paper presents a case study conducted during an OPENLAB_SI, which applied innovative, socio-educational strategies intending to promote the social appropriation of renewable energies to help the sustainable development of urban, rural and marginalized areas. In our open lab, a total of 67 participants attended, including university students from various public and private institutions of higher education. Also, civil organizations participated, as well as consultants, teachers, government representatives and university professors. Experts from various disciplines who work in businesses, foundations, universities and government spoke on the topics that were addressed. Findings Among the notable principal findings is the collaborative work done voluntarily by all the participants who, instead of working with a proposal designed beforehand by one group or another, recognized that an OPENLAB_SI leads to the creation of links between society, academia, business and government. Originality/value In the OPENLAB_SI through the exchange of experiences and best practices, aimed at more robust networking and improvement in the acquisition of scientific and technological skills and abilities, the participants became actively involved in the generation of collective knowledge. The main contribution of this paper is to present an open laboratory into the social innovation space that can be replicated such a living lab model in other contexts to contribute to pursuit the sustainable development goals with education for sustainable development as a key catalyst for transformation.

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Este artículo presenta una investigación educativa realizada con el objetivo de generar información sobre el uso de la biblioteca digital SolarSPELL, como una estrategia de innovación educativa para la enseñanza del cambio climático en comunidades rurales de las islas Fiyi. SolarSPELL funciona con la energía que generan sus paneles solares y brinda acceso a través de su propia red wifi; además, ofrece una variedad de recursos educativos abiertos, seleccionados por su potencial para fortalecer las prácticas educativas y el logro de los Objetivos de Desarrollo Sostenible de la Agenda 2030. Con base en la pregunta de investigación se seleccionó un estudio de caso, pues permite estudiar con intensidad un fenómeno complejo en un corto periodo de tiempo y analizar el objeto de estudio en un contexto especifico. Se aplicó el instrumento DIAPASON en las bibliotecas comunitarias o escolares que participan en el programa piloto. En los resultados se observa que la SolarSPELL coadyuva a la transformación digital de las prácticas educativas y los bibliotecarios valoran poder contar con un mayor número de recursos bibliográficos sobre el cambio climático. En la actualidad, el proyecto “Escuelas que Aprenden Post COVID-19” retomó estos resultados para realizar un piloto en comunidades rurales de Chiapas, México. En los resultados se enfatiza la necesidad de que el bibliotecario del futuro incorpore a su labor acciones enfocadas a la mejora de la calidad de la educación y que permitan potencializar el desarrollo sostenible de sus comunidades, para mejorar el conocimiento colectivo y crear conciencia sobre este fenómeno.