The objective of the research presented in this paper is to understand the current state of Equity, Diversity and Inclusion (EDI) within Open Education in Latin America, and to explore how communities of open practice can be more equitable, diverse and inclusive within this context. Insights from 12 experts in the region were collected through interviews and a focus group. Latin America emerges as a critical region for examining these goals due to its uneven digital infrastructure and diverse educational contexts. The study results highlight Latin America’s potential to foster open ecosystems through increased collaboration among universities, capacity-building with local experts, and clearer regional identity and communication. It also recommends supporting multilingual content and inclusive events to strengthen the community. From an EDI perspective, expanding access in low-bandwidth environments is essential. While AI offers promising tools like multilingual translation, its high resource demands pose sustainability and equity challenges, especially in Latin America. The study cautions against premature AI adoption without foundational infrastructure and digital confidence. It also warns of risks like algorithmic bias and cultural erasure if AI tools lack authentic community engagement. UNESCO’s 2024 Dubai Declaration outlines a strategic vision for enhancing the accessibility and impact of Open Educational Resources (OER), with a strong emphasis on EDI. The Dubai Declaration’s emphasis on capacity-building and inclusive access aligns with the study’s findings, which underscore the need for participatory, context-sensitive approaches.
Iniesto et al. (Thu,) studied this question.