Advancing open learning through interactive open educational resources

Abstract This paper provides a critical review of Interactive Open Educational Resources (iOER) as a next-generation direction within the open education movement. While traditional OER have expanded access and reduced costs, their static formats often limit engagement and adaptability. iOER address these gaps by incorporating interactive technologies, multimedia, and adaptive learning systems to support dynamic, personalized, and student-centered learning. Drawing on constructivist, active learning, and sociocultural perspectives, and informed by Universal Design for Learning and Cognitive Load Theory, this review synthesizes core design principles for iOER, including user-centered design, scalability, and alignment with learning outcomes. It categorizes common interactive elements (e.g., simulations and embedded assessments) and synthesizes evidence on their effects on motivation, engagement, and equity. The paper also identifies implementation challenges—such as digital access, institutional readiness, and faculty development—and provides strategic recommendations for addressing them. Finally, it explores how artificial intelligence can further personalize iOER and enhance learning analytics, while underscoring the ethical and practical considerations involved. Overall, the paper proposes a conceptual and practical framework to guide educators, researchers, and policymakers in advancing equitable, innovative, and impactful open education through iOER.