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Open education, Open Educational Practices (OEPs), and Open Educational Resources (OERs) have emerged as significant opportunities for enhancing global sustainability information sharing. However, the creation and sharing of OERs, as well as the usage of OEPs in Higher Education for Sustainable Development (HESD), remain limited. This study explores the implementation of OEPs in HESD, aiming to empower students to co-produce OERs on sustainable development (SD). This study, drawing on the theoretical approach of the principle of constructive alignment, proposes the development of students’ digital competence in OER production. A two-group pretest–posttest analysis of 409 students (Psychology, Economics, Education, Geography) reveals a significant increase in digital competence over time among students who produced OERs on SD, compared to their peers enrolled in courses unrelated to OER content development. We delve into the practical implications of designing OEPs in HESD and strategize to support students in their OER production processes.
Mirjam Braßler (Sun,) studied this question.