Title:
Design for Sustainability of Open Education Resources in the Era of AI: A Case Study [Download]Authors:
Miranda, Jhonattan and Freudenreich, Johannes and Schneider, Marie and Glasserman-Morales, Leonardo D.
Index Terms:
Sustainable development;Artificial intelligence;Education;Adaptation models;Biological system modeling;Ecosystems;Open Educational Resources;Economics;Technological innovation;Maintenance;Artificial intelligence;educational innovation;higher education;ope
Abstract:
This study addresses the need to ensure the long-term sustainability of Open Educational Resources (OER) in educational environments shaped by Artificial Intelligence (AI). To respond to this challenge, we present the Design for Sustainability of Open Educational Resources (DfS-OER) model. The model is informed by sustainability literature and educational design theory, and it is structured to support practical application. It incorporates five sustainability dimensions: social, economic, environmental, pedagogical, and technological, each connected to a set of design principles. The model was applied in the design of a low-cost, AI-enhanced university course and validated through empirical implementation. Findings from the case study demonstrate that: (a) the model enabled consistent alignment between sustainability objectives and instructional design decisions; (b) the use of AI tools significantly reduced development time, particularly in translation and content generation; (c) inclusive design elements improved learner engagement and accessibility; and (d) the model supports the vision of Education 5.0 by enabling human-centered, scalable, and adaptive learning environments. The DfS-OER model offers a validated pathway for integrating sustainable design practices into digital education systems at scale.
DOI:
How to cite:
Miranda, Jhonattan and Freudenreich, Johannes and Schneider, Marie and Glasserman-Morales, Leonardo D., "Design for Sustainability of Open Education Resources in the Era of AI: A Case Study" in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, pp. 244-251, . 2025. doi: 10.1109/RITA.2025.3599123