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These guides have been prepared by UNESCO, as part of its programme of support to governments and educational institutions in implementation of the UNESCO OER Recommendation.
The OER Recommendation aims to assist Member States at the national level by supporting the development and sharing of openly licensed learning and teaching materials, benefiting students, teachers and researchers worldwide. It supports the creation, use and adaptation of inclusive and quality OER, and facilitates international cooperation in this field through five Action Areas, namely: (i) building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER; (ii) developing supportive policy; (iii) encouraging inclusive and equitable quality OER; (iv) nurturing the creation of sustainability models for OER, and (v) facilitating international cooperation. In addition, it contributes to the building of open and inclusive knowledge societies, and to the achievement of the 2030 Agenda for Sustainable Development, namely SDG 4 (Quality education), SDG S (Gender equality), SDG 9 (Industry, innovation and infrastructure), SDG 10 (Reduced inequalities within and among countries), SDG 16 (Peace, justice and strong institutions) and SDG 17 (Partnerships for the goals). Operationalizing the Recommendation remains a challenge for governments and institutions, as it requires a range of policies, capacity-building and strategies to fully realize its potential in facilitating the achievement of these SDGs.
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This toolkit draws on our experiences facilitating a SATLE-funded community-engaged learning project that brought students of the School of Languages, Literatures, and Cultures (UCC) together with people in Cork seeking international protection for a series of three wellbeing and creativity workshops.
This lesson is designed to aid students in understanding how to engage generative AI in an academic setting without breaching academic integrity policy.
A collection of case studies of evidence-informed interventions implemented by higher education institutions in Ireland to support student retention and progression across the undergraduate lifecycle. These exemplars are presented here as a national evidence base of student progression initiatives.
This scientific paper describes the co-creation of the UCD sustainability dashboard – the first transferable template to support geographically-specific SDG monitoring within HEIs. This paper contributes to debates on the need for spatial reporting of actions towards sustainability, to meaningfully recognise local SDG implementation progress.
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