Open Education and Generative AI: Toward an Ethical and Inclusive Transformation of Pedagogical Strategies

Abstract

Recent studies show that Generative Artificial Intelligence (GenAI) is profoundly reshaping educational paradigms, steering teaching systems toward open, inclusive, and context-sensitive practices. This study advances an integrative model combining Open Educational Resources (OER), Open Educational Practices (OEP), and GenAI to support an ethical and sustainable pedagogical transformation. A mixed-methods design was employed with 453 education-science stakeholders across 45 secondary, college, and university institutions in Cameroon and Chad. Quantitative results indicate a significant association between OER and equitable accessibility (β = 0.61, p < 0.01), between OEP and cognitive justice (β = 0.54, p < 0.01), and a positive effect of GenAI on personalization (β = 0.49, p < 0.01). The combined effect of the three dimensions strengthens pedagogical resilience (β = 0.65, p < 0.01). Qualitative evidence underscores the role of human mediation, locally collaborative governance, and contextual appropriation. Policy implications include inclusive governance of innovation, techno-ethical teacher training, and place-based anchoring of open education policies. The proposed model emerges as a strategic and tactical lever for pedagogical sustainability suited to the challenges of the hypermodern era.