Title: AI-Enhanced Open Pedagogy: A Case Study in Mathematics Education
Authors: Virginia L. Thompson
Volume: 10
Issue: 1
Pages: 130-136
Publication Date: 2026/01/28
Abstract:
This study aimed to expand OER's impact by positioning students as creators of knowledge rather than passive consumers. Students designed renewable assignments, openly licensed their work, and used AI tools as partners for brainstorming, exploring alternative problem-solving approaches, and refining content. Survey results showed that most participants preferred the AI-enhanced Open Pedagogy approach over traditional assignments, citing reduced stress, improved critical thinking, and better understanding. Many used AI tools like ChatGPT and Copilot to verify answers, generate questions, and simplify explanations, while emphasizing that their work reflected their own understanding. Students also expressed enthusiasm for sharing projects publicly, contributing to the growing body of OER. Findings suggest that combining Open Pedagogy with AI promotes reflection, deeper engagement, and active learning. However, students largely created OERs in a limited format, highlighting the importance of brainstorming a variety of approaches with students including interdisciplinary applications when designing OERs, which can inspire creative approaches to Open Pedagogy early on. A future direction includes coding student-created questions into MyOpenMath for global sharing. This study represents an initial step toward transforming mathematics education through AI-enhanced Open Pedagogy.