Name: The Open Science Adoption Gap in Research Training
Start: 2026-10-08T12:25:00-0400
End: 2026-10-08T12:55:00-0400

All sessions are available online except round tables, special activities, and workshops.

The Open Science Adoption Gap in Research Training

Thursday October 8, 2026 12:25pm - 12:55pm EDT

6 DR4

ID: 33915

Open science has become a central element of global science policy and open education. International initiatives such as the UNESCO Recommendation on Open Science (2021) encourage transparency, accessibility, and collaboration in research. Universities and research agencies have increasingly implemented infrastructures and policies supporting open access publishing, open repositories, and open research data. However, open science requires not only open infrastructures but also capacity building for the collective process of knowledge creation (Peršić and Straza, 2023). How are future researchers educated to embrace open practices and become part of this open ecosystem? This session examines the relationship between open science policies and the educational practices (Cronin, 2017) that prepare researchers to engage in open science. It provides a Latin American perspective by examining how open science is translated into research training within a public university in Uruguay. The study analyzes how open science concepts and practices appear in social sciences undergraduate studies and humanities programs at a large public university. The research focuses on the curricular content of 56 undergraduate courses related to research training, including methodology, epistemology, statistics, information science, and digital technologies.Using qualitative content analysis supported by AI-assisted tools, the study explores whether open education and open science principles—such as open educational resources, open access, open data, open peer review, and collaborative research—are explicitly or implicitly present in course programs. The results reveal a significant gap between the institutional promotion of open science and the educational preparation of future researchers. Explicit references to open science are largely absent from the analyzed curricula. While some courses address elements related to the public nature of science, data management, or research transparency, the systematic teaching of open science practices remains limited.Drawing on sociological perspectives on academic habitus (Bourdieu, 1990) and theories of technological appropriation, the session argues that the adoption of open science depends not only on policies and infrastructures but also on how openness becomes embedded in teaching and learning the professional grounds and practices of open research. From an open education perspective, integrating open science into research training curricula may represent a crucial step in enabling universities to move from policy adoption toward the meaningful practice of openness in knowledge production.The session invites participants to reflect on how global open science agendas encounter local academic traditions, institutional constraints, and epistemic inequalities (Fricker, 2007) in research training. It aims at answering how higher education institutions can bridge the gap and connect open science policies with open education strategies that support the development of new generations capable of working within open knowledge ecosystems.

Speakers

Mariana Porta Galván

Universidad de la República

Mariana Porta is a sociologist and holds a PhD in Informatics in Education from the Federal University of Rio Grande do Sul and Universidad de la República (UFRGS–Udelar). She is a faculty member and researcher at Universidad de la República, Uruguay, where she works at the intersection... Read More →

Thursday October 8, 2026 12:25pm - 12:55pm EDT
6 DR4 MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Presentation

Speaker Modality In-person
Track Innovating Open Content to Democratize Knowledge

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OEGlobal 2026

Mariana Porta Galván

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OEGlobal 2026

Mariana Porta Galván

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