References
- Astudillo, MV, Nogueira, VDS and Ortiz, JA. 2020. ‘Active methodologies of learning and educational technologies in higher education’. Global Journal of Human-Social Science Research, 20(10): 51–59. Available at:
https://gjhss.com/index.php/gjhss/article/view/1683/1683 . - Balalle, H. 2024. ‘Exploring student engagement in technology-based education in relation to gamification, online/distance learning, and other factors: A systematic literature review’. Social Sciences & Humanities Open, 9. DOI: 10.1016/j.ssaho.2024.100870
- Baran, G. 2020. ‘Social innovation living labs as platforms to co-design social innovations’. Journal of Intercultural Management, 12: 36–57. DOI: 10.2478/joim-2019-0031
- Bird, A. 2025. ‘The same and different: Distinguishing the roles that coaching and mentoring play for charity CEOs’. International Journal of Evidence Based Coaching and Mentoring, S19: 17–29. DOI: 10.24384/6rqn-g274
- Borkovich, DJ. 2022. ‘Digital ethnography: A qualitative approach to inquiry in online spaces’. Proceedings of the International Association for Computer Information Systems – Europe Conference,
23 June . Available at:https://iacis.org/conference-europe/Proceedings/IACIS-Europe_2022_Proceedings.pdf . - Bosch, C and Kruger, D. 2024. ‘AI chatbots as open educational resources: Enhancing student agency and self-directed learning’. Italian Journal of Educational Technology, 32(1): 53–68. DOI: 10.17471/2499-4324/1326
- Bozkurt, A. 2023. ‘Generative AI, synthetic contents, Open Educational Resources (OER), and Open Educational Practices (OEP): A new front in the openness landscape’. Open Praxis, 15(3): 178–184. DOI: 10.55982/openpraxis.15.3.579.
- Cakula, S. 2021. ‘Active learning methods for sustainable education development’. Rural Environment. Education. Personality (REEP). DOI: 10.22616/REEP.2021.14.006
- Coordinación de Universidad Abierta, Innovación Educativa y Educación a Distancia (CUAED). 2023. Caja de herramientas número 7: Aplicaciones de la inteligencia artificial generativa para la docencia. Universidad Nacional Autónoma de México. Available at:
https://cuaed.unam.mx/descargas/Caja-Herramientas-Numero-7.pdf [Last accessed 21 March 2025]. - Cortés, D, Ramírez, J and Molina, A. 2020. ‘Open innovation laboratory: Education 4.0 environments to improve competencies in scholars’. In: Proceedings of the 18th LACCEI International Multi-Conference for Engineering, Education and Technology. Buenos Aires, Argentina,
27–31 July 2020 . Available at:https://journal.laccei.org/LACCEI2020-VirtualEdition/full_papers/FP422.pdf . - Creswell, JW and Poth, CN. 2018. Qualitative inquiry and research design: Choosing among five approaches. 4a ed. Thousand Oaks, CA: SAGE Publications.
- Diesis Network. 2022a. CASYE mentoring model programme framework. Brussels: CASYE project consortium. Available at:
https://www.diesis.coop/wp-content/uploads/2021/09/CASYE-Framework.pdf [Last accessed 1 April 2025]. - Diesis Network. 2022b. CASYE – good practices in cultural and social youth entrepreneurship. Brussels: CASYE project consortium. Available at:
https://www.diesis.coop/wp-content/uploads/2022/02/CASYE-Good-practices_final_13072021.pdf [Last accessed 1 April 2025]. - Doolittle, P, Wojdak, K and Walters, A. 2023. Defining active learning: A restricted systemic review. Teaching & Learning Inquiry, 11(September). DOI: 10.20343/teachlearninqu.11.25
- Dulfer, N, Gowing, A and Mitchell, J. 2024. ‘Building belonging in online classrooms: relationships at the core’. Teaching in Higher Education, 30(4): 1024–1040. DOI: 10.1080/13562517.2024.2349993
- EDUCAUSE. 2025. A collection of all EDUCAUSE resources related to open educational resources (OER) in higher education. Available at:
https://library.educause.edu/topics/teaching-and-learning/open-educational-resources-oer/ [Last accessed 22 June 2025]. - Ferguson, R, Coughlan, T, Egelandsdal, K, Gaved, M, Herodotou, C, Hillaire, G, Jones, D, Jowers, I, Kukulska-Hulme, A, McAndrew, P, Misiejuk, K, Ness, IJ, Rienties, B, Scanlon, E, Sharples, M, Wasson, B, Weller, M and Whitelock, D. 2019. Innovating pedagogy 2019: Open University innovation report 7. Milton Keynes: The Open University.
https://iet.open.ac.uk/files/innovating-pedagogy-2019.pdf . - Fernández-Morales, K. 2023. Explorando horizontes disruptivos: Experiencias de participación en laboratorios de innovación social y educativa. Universidad Autónoma de Baja California. Available at:
https://drive.google.com/file/d/1luYr7keINHwWHt54Pi_u6TDpkjaA43WR/view?usp=sharing [Last accessed 2 April 2025]. - Flores-Rivera, L and Meléndez-Tamayo, C. 2024. ‘Estratégias de aprendizagem digital em ambientes educacionais virtuais’. Revista Innova Educación. DOI: 10.35622/j.rie.2024.02.001
- Gómez Zermeño, MG and Alemán de la Garza, LY. 2021. ‘Open laboratories for social innovation: A strategy for research and innovation in education for peace and sustainable development’. International Journal of Sustainability in Higher Education, 22(2): 344–362. DOI: 10.1108/IJSHE-05-2020-0186
- Hassan, M. 2024. Digital ethnography – Types, methods and examples.
ResearchMethod.net . Available at:https://researchmethod.net/digital-ethnography/ . - Horváth, G. 2025. ‘Mentors’ perceptions of the challenges of mentoring and the role of mentoring supervision’. International Journal of Evidence Based Coaching and Mentoring, S19: 152–164. DOI: 10.24384/hrcb-ty25
- Hughes, H, Foth, M and Mallan, K. 2019. ‘Social living labs for informed learning’. Journal of Information Literacy, 13(2): 112–122. DOI: 10.11645/13.2.2641
- IARS, Diesis Network, Asociación Caminos and Fondazione Triulza. 2022. CASYE handbook: Mentoring model for cultural and social youth entrepreneurship. Brussels: Diesis Network. Available at:
https://www.diesis.coop/wp-content/uploads/2022/02/CASYE-Handbook.pdf [Last accessed 22 June 2025]. - Inclusive Design Research Centre. 2024. Framework for accessible and equitable Artificial Intelligence (AI) in education. Available at:
https://idrc.ocadu.ca/projects/ai-in-education/ [Last accessed 22 June 2025]. - Instituto para el Futuro de la Educación (IFE). 2024. Recursos educativos abiertos en inteligencia artificial generativa. Tecnológico de Monterrey. Available at:
https://observatorio.tec.mx/recursos-educativos-abiertos-en-inteligencia-artificial/ [Last accessed 2 April 2025]. - Jahnke, I, Meinke-Kroll, M, Todd, M and Nolte, A. 2020. ‘Exploring artifact-generated learning with digital technologies: Advancing active learning with co-design in higher education across disciplines’. Technology, Knowledge and Learning, 1–30. DOI: 10.1007/S10758-020-09473-3
- Jensen, LX, Bearman, M, Boud, D and Konradsen, F. 2022. Digital ethnography in higher education teaching and learning—A methodological review. Higher Education, 84: 1143–1162. DOI: 10.1007/s10734-022-00838-4
- Kamarudin, MB, Kamarudin, AYB, Darmi, RB and Saad, NSBM. 2020. ‘A review of coaching and mentoring theories and models’. International Journal of Academic Research in Progressive Education and Development, 9(2): 289–298. DOI: 10.6007/IJARPED/v9-i2/7302
- Koenigstorfer, F, Haberl, A, Kowald, D and Ross-Hellauer, T. 2024. ‘Black box or open science? Assessing reproducibility-related documentation in AI research’. Proceedings of the 57th Hawaii International Conference on System Sciences, pp. 682–691. Available at:
https://hdl.handle.net/10125/106458 . - Kooli, C. 2023. ‘Chatbots in education and research: A critical examination of ethical implications and solutions’. Sustainability, 15(7):
5614 . DOI: 10.3390/su15075614 - Lando, E and Bowdler, R. 2024. ‘An evaluation of 0365 Teams sites for active learning’. In: Hatzipanagos, S and Pachler, N (eds.), Advances in online and distance education: Selected papers from the RIDE 2024 conference. University of London, pp.33–40.
https://www.london.ac.uk/sites/default/files/Selected-Papers-from-the-RIDE-2024-Conference.pdf#page=40 . - Larsen, E, Curtis, E, Nguyen, H and Loughland, T. 2024. ‘Building personal and relational readiness for collaborative teacher mentoring through the intellectual virtues’. International Journal of Mentoring and Coaching in Education. DOI: 10.1108/ijmce-04-2024-0049
- Luo, H, Han, X, Chen, Y and Nie, Y. 2022. ‘Should you become a leader in online collaborative learning? Impact of assigned leadership on learning behaviors, outcomes, and perceptions’. PLOS ONE, 17(4):
e0266653 . DOI: 10.1371/journal.pone.0266653 - Marino, C, Christens, BD, Lenzi, M, Galeotti, T, Gaboardi, M, Tubertini, E, Canale, N, Vieno, A, Bonichini, S, Bergamin, M, Cavell, TA and Santinello, M. 2025. ‘Perceived influences of mentoring on mentors’ social well-being: Social self-efficacy and civic engagement as mediators of long-term associations’. Journal of Community & Applied Social Psychology, 35(1):
e70050 . DOI: 10.1002/casp.70050 - Martínez, ME and Gómez, V. 2025. ‘Active learning strategies: A mini review of evidence-based approaches’. Acta Pedagogia Asiana, 4(1): 43–54. DOI: 10.53623/apga.v4i1.555
- Maxwell, B, Hobson, A and Manning, C. 2022, Mentoring and coaching trainee and early career teachers: Conceptual review. Available at:
https://cris.brighton.ac.uk/ws/portalfiles/portal/35683459/Conceptual_Review_Mentoring_Nov_22_published_report.pdf . - Meng, S. 2023.
Technology supported active learning . In: Ludwig, M, Barlovits, S, Caldeira, A and Moura, A (eds.), Research on STEM education in the digital age. Proceedings of the ROSEDA conference. WTM-Verlag Münster eBooks. pp. 59–68. DOI: 10.37626/ga9783959872522.0.07 - Neves, RM, Lima, RM and Mesquita, D. 2021. ‘Teacher competences for active learning in engineering education’. Sustainability, 13(16):
9231 . DOI: 10.3390/su13169231 - Norris, ME, Swartz, M and Kuhlmeier. VA. 2023. ‘The importance of copyright and shared norms for credit in Open Educational Resources’. Front. Educ., 7:
1069388 . DOI: 10.3389/feduc.2022.1069388 - OER Commons. 2025. A public digital library of open educational resources. Available at:
https://www.oercommons.org/ [Last accessed 22 June 2025]. - Open Education Global. 2025. Promoting and supporting open education worldwide. Available at:
https://www.oeglobal.org/ [Last accessed 22 June 2025]. - OpenAI. 2024. ChatGPT. Available at:
https://chat.openai.com (Accessed: 23 January 2024). - Organisation for Economic Co-operation and Development (OECD). 2024. AI principles overview. OECD. AI Policy Observatory. Available at:
https://oecd.ai/en/ai-principles [Last accessed 22 June 2025]. - Organisation for Economic Co-operation and Development (OECD). 2025.
‘The OECD artificial intelligence policy observatory’ . Paris: OECD. Available at:https://oecd.ai/ [Last accessed 22 June 2025]. - Pollard, R and Kumar, S. 2021. ‘Mentoring graduate students online: Strategies and challenges’. The International Review of Research in Open and Distributed Learning, 22(2): 267–284. DOI: 10.19173/irrodl.v22i2.5093
- Ramírez-Montoya, MS. 2020.
‘MOOCs and OER: Developments and contributions for open education and open science’ . In: Burgos, D, ed. Radical solutions and learning analytics. An open approach to boost higher education. Springer Nature. pp. 159–175. Available at:https://hdl.handle.net/11285/636357 . - Raptis, N, Konstantinidi, P, Evangelia, P and Koutsourai, S-E. 2025. ‘Exploring the gap between theory, practice, and expectation in school mentoring’. European Journal of Education and Pedagogy, 6(2): 22–28. DOI: 10.24018/ejedu.2025.6.2.921
- Schrammel, M and Marschalek, I. 2024. ‘Virtual social labs – Requirements and limitations for online settings to be effective’. Journal of Responsible Technology, 18:
100095 . DOI: 10.1016/j.jrt.2024.100095 - Schuurman, D, De Marez, L and Ballon, P. 2022. ‘Living labs: A structured approach for innovation involving users’. Technology Innovation Management Review, 12(1): 4–13. Available at:
https://timreview.ca/article/1500 . - The OER Knowledge Cloud. 2025. A survey and repository of OER research. Available at:
https://www.oerknowledgecloud.org/ [Last accessed 22 June 2025]. - Thornton, K. 2025. ‘Mentoring preparation for New Zealand secondary school teachers: Insights from an effective programme’. International Journal of Mentoring and Coaching in Education. DOI: 10.1108/IJMCE-09-2024-0109
- Tinoco-Giraldo, H, Torrecilla Sánchez, EM and García-Peñalvo, FJ. 2020. ‘E-mentoring in higher education: A structured literature review and implications for future research’. Sustainability, 12(11):
4344 . DOI: 10.3390/su12114344 - UNESCO. 2022. The 2019 UNESCO recommendation on Open Educational Resources (OER): Supporting universal access to information through quality open learning materials. CI-2022/WS/7 Rev. Available at:
https://unesdoc.unesco.org/ark:/48223/pf0000383205 [Last accessed 29 March 2025]. - UNESCO. 2024. Dubai Declaration on Open Educational Resources (OER), digital public goods and emerging technologies for equitable and inclusive access to knowledge. Paris: UNESCO. Available at:
https://unesdoc.unesco.org/ark:/48223/pf0000392271.locale=en [Last accessed 29 March 2025]. - Universidad Nacional Autónoma de México (UNAM). 2023. GAIA-GEN: Inteligencia artificial generativa. Available at:
https://iagen.unam.mx/index.php#inicio [Last accessed 28 June 2025]. - Valenzuela-Zubiaur, M, Bustos, H, Arroyo-Vázquez, M and Ferrer-Gisbert, P. 2021. ‘Promotion of social innovation through Fab Labs: The case of ProteinLab UTEM in Chile’. Sustainability, 13(16):
8790 . DOI: 10.3390/su13168790 - Víscu, I. 2024. ‘Optimizing the educational environment for implementing active learning methodologies’. Acta et Commentationes: Științe Ale Educației. DOI: 10.36120/2587-3636.v37i3.97-105
- Yañez-Figueroa, J, Ramírez-Montoya, MS and García-Peñalvo, FJ. 2020. ‘Validation of the K-Social-C questionnaire for measuring the social construction of knowledge from open innovation in social innovation laboratories’. In Proceedings of the 8th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2020).
University of Salamanca . Spain. Available at:https://hdl.handle.net/11285/636832 .
