ID: 33867
The teacher co-creation of Open Educational Resources (OER) constitutes a strategic opportunity to democratise the production and circulation of pedagogical knowledge in Latin America, particularly in contexts marked by inequalities in access, participation, and representation. However, advancing toward sustainable open educational practices requires methodologies that support teachers throughout complete design cycles and integrate, from the earliest pedagogical decisions, criteria such as territorial relevance, social significance, accessibility, inclusion, and an intersectional gender perspective. Within this framework, this paper systematises a methodology for the teacher co-creation of contextualised, accessible, and socially relevant OER through design thinking, developed within the Creatón STEM+ initiative.The proposal has been implemented through intensive teacher co-creation workshops in Chile, Colombia, and Uruguay, involving 104 participants, including both in-service and pre-service teachers. Its structure is organised through a set of worksheets that operationalise the different phases of design thinking and support, document, and guide the creation process. These worksheets function as pedagogical mediation tools, making the design process visible, promoting informed decision-making, and supporting time management in intensive collaborative settings.The methodology brings together three main contributions. First, it structures the entire design process pedagogically, beginning with an understanding of the territory, user characterisation, and the definition of the pedagogical challenge, before moving into phases of ideation, prototyping, testing, and documentation. Second, it incorporates quality criteria aimed at strengthening students’ full participation from the design stage onwards, promoting the diversification of resources, forms of access, and modes of expression, alongside the transversal integration of an intersectional gender perspective. These criteria are operationalised through review tools for continuous improvement, enabling the identification of participation barriers, representational biases, and opportunities for adjustment throughout the process. Third, it conceptualises OER not merely as final products, but as open pedagogical artefacts that expand possibilities for contextual adaptation, reuse, and the circulation of knowledge across diverse educational communities.Evidence from the three implementations suggests that the use of worksheets as a pedagogical operationalisation of design thinking enhances process clarity, strengthens teacher collaboration, and creates conditions for testing the developed resources. In this sense, the methodology provides a foundation for its formalisation as a transferable teacher education model oriented toward open educational practices, with potential for scalability across diverse contexts. Overall, the experience contributes to ongoing discussions on strengthening teacher co-creation of open knowledge in Latin America, integrating the STEM+ educational approach with inclusion, accessibility, and intersectionality.
