The Role of Teamwork in the Creation of Open Educational Resources for Closing SDG-Related Knowledge Gaps

Mojca Drevensek; Tanja Urbancic

doi:10.55982/openpraxis.14.2.266

The Role of Teamwork in the Creation of Open Educational Resources for Closing SDG-Related Knowledge Gaps

Open Praxis

Volume 14 (2022): Issue 2

By: Mojca Drevensek and Tanja Urbancic

Open Access

|Dec 2022

Abstract

The Sustainable Development Goals (SDGs) with their interconnected targets can only be achieved if their interactions are seriously taken into consideration. Education for sustainability is crucial for raising awareness of different stakeholders about the SDGs and their interactions. The paper discusses how teamwork creation of Open Educational Resources (OER), with their specific benefits, can contribute to closing knowledge gaps about the SDGs and their interactions. The example of OE4BW (Open Education for a Better World) international mentoring program and its energy-related hub, called the SDG7 Hub is presented and discussed, and its future development, targeting the creation of OER to close the SDG7-related knowledge gaps, is suggested. The resulting guidelines are generalized to provide a further increase of OER’s contribution to the achievement of SDGs.

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Articles in this issue

DOI: https://doi.org/10.55982/openpraxis.14.2.266 | Journal eISSN: 2304-070X

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Language: English

Page range: 148 - 161

Submitted on: Oct 12, 2021

Accepted on: Feb 12, 2022

Published on: Dec 9, 2022

Published by: International Council for Open and Distance Education (ICDE)

In partnership with: Paradigm Publishing Services

Keywords:

Open Educational Resources (OER),

Sustainable Development Goals (SDGs),

Education for Sustainability,

Teamwork,

SDG7 – Affordable and clean energy,

SDG13 – Climate action,

Collaboration,

International Mentoring

© 2022 Mojca Drevensek, Tanja Urbancic, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 14 (2022): Issue 2