Does exposure to open educational practices foster open thinking? Exploring direct and indirect effects and other influential factors

Bibliographic Data

ID21538596
AuthorsInsung Jung (0000-0001-5959-1245, Seoul National University of Education), Jihyun Lee (0000-0001-9357-5345, Seoul National University of Education, corresponding author)
Year2025
Volume238
Pages105283
Publication date2025-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueComputers & Education (JOURNAL)
Journal identifiersISSN: 0360-1315 • E-ISSN: 1873-782X
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.compedu.2025.105283
OpenAlexW4408239159
LanguageEN
References cited51

The growing adoption of open educational practices (OEPs) in higher education calls for empirical research to understand their impact on learners, particularly in fostering open thinking as a key learning outcome. Moreover, the roles of individual traits, course design, and cultural factors in shaping open thinking remain underexplored, especially across different national contexts. This study aims to address these gaps by examining the direct and indirect effects of exposure to OEPs on open thinking and other influential factors. Data were collected from 667 participants across four countries (South Korea, Japan, the U.S., and the Philippines). Exposure to OEPs, individual factors (e.g., demographics, an extroverted personality, technology acceptance attitudes), course factors (e.g., learner-centered activities, support, control), cultural factors (e.g., background, multicultural experiences), and open thinking were measured. Hierarchical multiple regression, moderation and mediation analyses, and structural equation modeling (SEM) were employed to explore direct, indirect, and moderating effects, whereas multi-group SEM was used to assess cross-national differences in the relationships between these variables. The findings highlight the significant impact of OEP exposure on fostering open thinking, with the technology acceptance attitude serving as a crucial mediating factor. While individual factors such having as an extroverted personality, multicultural experience, and technology acceptance have shown limited direct or indirect influence, learner-centered course design has emerged as a key factor in promoting open thinking. Cultural differences across South Korea, Japan, the U.S., and the Philippines were evident, indicating that the relationships among these factors vary by context, shaping the development of open thinking in distinct ways. • Exposure to Open Educational Practices (OEPs) significantly fosters open thinking, with technology acceptance playing a key mediating role. • Learner-centered course design also emerged as a critical factor in promoting open thinking, while individual traits such as an extroverted personality and multicultural experience had limited direct or indirect influence. • Cross-national analyses revealed cultural differences in the relationships between OEP, technology acceptance, and open thinking, with Japan and the Philippines showing the strongest effects. • OEP exposure indirectly affects open thinking through technology acceptance, highlighting the importance of promoting positive attitudes toward technology in open education environments. • Higher education institutions should integrate OEPs and learner-centered approaches into curricula to foster open thinking while also considering cultural contexts for effective implementation

Mathematics education · Pedagogy · Innovative Teaching and Learning Methods · Online Learning and Analytics · Open Education and E-Learning · Psychology

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