Alignment of OER Platforms With SDGs

Abstract

Given that India is a fast-developing country, education can play a transformative role in societal change in the country. However, disparities continue persist in access to education, provisioning of quality education. This has been reiterated and manifested even in recently declared SDGs with specific reference to SDG 4. SDG 4 recognizes the need for inclusive education to drive the change. This chapter highlights the role and importance of OERs in transforming the education and making it more inclusive. More importantly, OERs can play significant role in bridging the digital divide in the country by imparting access to education to both haves and have-nots. The chapter in this context focuses on comprehending the challenges, prospects, and finest practices connected with Indian Open Educational Resources (OER) initiatives. This chapter will also address some of the relevant queries or questions such as, ‘Why do Indian university, college, and school educators adopt—or are reluctant to adopt—OER?'

Investigating the potential of the semantic web for education: Exploring Wikidata as a learning platform

“…Goal number 4, then, highlights the importance of open and equal access to education and educational resources (UNESCO, SDG 4). More specifically, it highlighted the role of Open Education (OE), sometimes referred to as Open Education Practices (OEP), Open Pedagogy (OP), or simply OERs, in achieving this SDG (Jha et al, 2019;Lane, 2017;Ossiannilsson, 2019;Tlili et al, 2020;Urbančič et al, 2019). Fulfilling the 4 th SDG, Quality Education, through OERs, ties strongly to the final characteristic or key feature highlighted while reviewing the uses and benefits-Wikidata seems to support knowledge equity, by empowering less established communities.…”