Although artificial intelligence (AI) is transforming educational practices worldwide, there is a limited understanding of how it can shape structured forms of international cooperation in open education. This study asks: How can AI support international cooperation in open education aligned with global equity agendas? An instrumental case study was conducted on the UNESCO/ICDE 2025 Residency, involving 110 participants from 13 countries. Data sources included team logs, a post-residency survey with 72 responses, and a co-authored manifesto. These materials were analysed through content analysis, inductive coding, and visual mapping. The results indicate four main contributions: first, ten interdisciplinary projects aligned with UNESCO frameworks; second, broad engagement across five strategic action areas; third, the identification of three key domains, which are Enabling Conditions, Cooperative Processes, and Sustainability Mechanisms; and fourth, the role of AI in enabling collaboration, design, and knowledge sharing. The proposed roadmap presents a scalable model for educators, policymakers, and global networks to foster equitable, AI-driven cooperation in open education.
Patiño et al. (2026) studied this question.
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