<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hai Thi Thanh Pham</style></author><author><style face="normal" font="default" size="100%">Hai Dinh Luong</style></author><author><style face="normal" font="default" size="100%">Thu Thi Hoai Tran</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESEARCH TRENDS ON OPEN EDUCATION PRACTICES FROM THE PERSPECTIVE OF BIBLIOMETRIC ANALYSIS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">bibliometric</style></keyword><keyword><style  face="normal" font="default" size="100%">open educational practices</style></keyword><keyword><style  face="normal" font="default" size="100%">open educational resources</style></keyword><keyword><style  face="normal" font="default" size="100%">Scopus data</style></keyword><keyword><style  face="normal" font="default" size="100%">VOSViewer</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4771005</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Given that no research has been conducted in the world or in Vietnam using the bibliometric method to synthesize documents related to OEP in higher education, as well as the fact that research on OEP is not particularly prominent or popular, we intend to review documents on open education activities to examine factors such as the number of studies on OEP conducted between 1979 and 2024. The quantity and trends in OEP research will assist academics and lecturers in assessing the value and function of OEP in expanding open education practices at universities and upgrading open access materials to the greatest extent possible in light of technology advancements. Bibliometrics is used to depict statistical data rather than describe it in the traditional fashion, allowing readers to quickly understand the evolution of OEP over time as well as the distribution network of OEP-related phrases. The most commonly appearing terms in OEP research were identified by analysing 310 benchmarked publications. The findings revealed that the survey identified major research trends, prominent organizations, and collaborative networks, with the United States and the United Kingdom having the largest effect. The research emphasized the significance of OEP in fostering fairness and innovation in education, and it argued for regulatory frameworks that facilitate the incorporation of technology into open education. Based on the findings of this study, policymakers may use it as a predictive document on OEP in the context of digital transformation, including how to adapt as resources become more open and available to more learners.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">168-185</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">María Rosa Fernández-Sánchez</style></author><author><style face="normal" font="default" size="100%">Juan Silva-Quiroz</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EMERGING EDUCATIONAL DESIGN IN ONLINE TRAINING IN HIGHER EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">instructional design</style></keyword><keyword><style  face="normal" font="default" size="100%">open educational resources</style></keyword><keyword><style  face="normal" font="default" size="100%">research-based design</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1623676687.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Universities are living in a time of major transitions regarding the challenge of rethinking and transforming the current pedagogical models so they can respond to the needs of the global knowmad society. In this study, the Design-Based Research (DBR) approach is used to address the improvements of two emerging pedagogical designs in e-learning in the university context: the model of the Center for Research in Education and ICT (CIIET) of the University of Santiago de Chile (Chile) and the model developed by the Education Node research group of University of Extremadura (Spain). The main focus of these models is the student, who by developing activities based on the resolution of a contextualized problem and using new strategies, accompanied by open resources for resolution, resulting in a learning outcome that can be achieved and measured through assessment. This work aims to advance in identifying of some pedagogical keys for the design of online training scenarios that promote environments of production, research, and open dissemination of best practices, to experience new creative forms and collaborative learning, which have emerged within the hyper connected society and the net-culture. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">397-411</style></section></record></records></xml>