Abstract: Open education presents options to support digital competences, especially in times of international recommendations and complex environments. In November 2019 UNESCO issued new recommendations to mobilize open education, around that time signs of pandemic 2019 also appeared. This article looks at the context of Latin America to analyze its open education practices in this framework, in order to locate challenges and opportunities linked to global recommendations and the link with teacher training. The method of systematic literature review (SLR) has been used, based on the identification of 253 articles on the subject of open education, in the indexing systems: Web of Science (WOS) and Scopus, from 2014 to 2019. From this base, the 15 publications of authors from Latin America were identified that constituted the basis of analysis for this SLR. Inclusion, exclusion and quality criteria were applied to obtain the most relevant information. The results show the geographical distribution of authors, the type of methodology used, practices, dimensions, cross-cutting areas, challenges and opportunities linked to recommendations. This document provides value in light of new UNESCO recommendations and pandemic times, for training environments, the location of educational innovations, and the impetus for future education and research. ; La educación abierta presenta opciones para apoyar las competencias digitales, especialmente en tiempos de recomendaciones internacionales y entornos complejos. En noviembre de 2019 la UNESCO emitió nuevas recomendaciones para movilizar la educación abierta, por esas fechas también aparecieron señales de pandemia. Este artículo se enfoca en el contexto de América Latina para analizar sus prácticas de educación abierta en este marco, con el fin de localizar los desafíos y oportunidades vinculados a las recomendaciones globales y la vinculación con la formación de profesorado. Se ha utilizado el método de revisión sistemática de la literatura (SLR), a partir de la identificación de 253 ...
Relation: This research is part of the project “Open and inclusive education: WUN and UNESCO training & research networks”, in the framework of WUN research development fund (RDF) 2020. The authors wish to acknowledge the financial and technical support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work. Also, the author of this article thank and give credit to CONACyT and the Instituto Politécnico Nacional (IPN) for the support provided for project 312094 "Modelo de Continuidad Educativa para Situaciones de Crisis Sanitaria, a partir del Análisis de Buenas Prácticas, Lecciones y Retos en las IES Mexicanas Durante la Pandemia por COVID 19" [Model of Educational Continuity for Health Crisis Situations, based on the Analysis of Good Practices, Lessons and Challenges in Mexican HEIs During the Pandemic by COVID 19], through the Convenio I12000/43/2019-MOD.ORD.18 /2019-GENERAL-C-352/2020 with IPN registration SIP-2020-RE/02; from which this work derives.; publishedVersion; https://recyt.fecyt.es/index.php/RIFOP/article/view/94059; Ramírez-Montoya, M. S. (2022). Analysis of open education in Latin America in the framework of UNESCO’s new recommendations. Revista Interuniversitaria de Formación del Profesorado. Continuación de la Antigua Revista de Escuelas Normales, 98(36.2), 93-112. https://doi.org/10.47553/rifop.v98i36.2.94059; 213-8646; https://doi.org/10.47553/rifop.v98i36.2.94059; https://hdl.handle.net/11285/648724; Revista Interuniversitaria de Formación del Profesorado. Continuación de la Antigua Revista de Escuelas Normales; orcid:0000-0002-1274-706X; 98; 36.2; 93; 112; 122081; http://tiny.cc/ResearchGate-Marisol
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